Öz düzenleyici öğrenme stratejileri ve öz yeterlik inancının İngilizce öğrenme başarısını yordamadaki rolü

Öz düzenlemenin ve öz yeterlik inancının İngilizce öğrenme edinimleri üzerinde büyük bir önemi vardır. Bu araştırmanın konusunu öz düzenleyici öğrenme stratejileri ve İngilizce öz yeterlik inancının İngilizce ders başarısını anlamlı düzeyde yordayıp yordamadığı oluşturmuştur. Mesleki ve Teknik Anadolu Liselerinde öğrenim gören 542 dokuzuncu sınıf öğrencisi araştırmanın örneklemini oluşturmuştur. Araştırmanın verileri Öz Düzenleyici Öğrenme Stratejileri Ölçeği, İngilizce ile ilgili Öz Yeterlik İnancı Ölçeği ve İngilizce Dersi Başarı Testi uygulanarak toplanmıştır. İngilizce öz yeterlik inancı ve öz düzenleyici öğrenme stratejileri ile İngilizce Dersi başarısı arasında anlamlı ilişki olup olmadığının tespiti için Pearson Korelasyon Analizi yapılmıştır. İngilizce öz yeterlik inançları ile öz düzenleyici öğrenme stratejilerinin İngilizce dersi başarısını yordama durumunu belirlemek için Basit ve Çoklu Doğrusal Regresyon Analizleri yapılmıştır. Öz düzenleyici öğrenme stratejilerinin ve İngilizce öz yeterlik inancının İngilizce başarısını açıklamada anlamlı birer yordayıcı değişken oldukları bulunmuştur. İngilizce öz yeterlik inancının (R2 = 0,24) İngilizce başarısını yordama gücünün, öz düzenleyici öğrenme stratejilerine (R2 = 0,04) göre daha yüksek olduğu saptanmıştır. Dolayısıyla öğrencilerin İngilizce dersindeki başarılarının yükselmesi için İngilizceye yönelik öz yeterlik algılarının ve öz düzenleme becerilerinin gelişmesi için çalışmalar yapılabilir. Bu araştırma, daha geniş bir çalışma evreni ile bölgesel veya ulusal çapta tekrarlanabilir.

Predictive roles of self-regulatory learning strategies and self-efficacy beliefs on English language learning achievement

The self-regulation and self-efficacy beliefs have a major effect on English language learning achievement. This study examines if self-regulatory learning strategies and English self-efficacy beliefs significantly predicted learning achievement in learning English. 542 ninth grade students studying at ten different Vocational and Technical Anatolian High Schools formed the sample. Data were gathered through the Self-Regulatory Learning Strategies Scale, the English Self-Efficacy Beliefs Scale and the ninth grade English Achievement Test. Pearson Correlation Analysis was applied to describe the relation between English self-efficacy beliefs and self-regulatory learning strategies and the students’ learning achievement in English. Simple and Multiple Linear Regression Analysis was used to analyze the predictive role of self-regulatory learning strategies and English self-efficacy beliefs on learning achievement in learning English. Self-regulatory learning strategies and English self-efficacy were determined to be significant predictive variables in explaining English achievement. But also students’ English self-efficacy beliefs (R2 = .24) was found to be a more powerful predictor of explaining English achievement than self-regulatory strategies (R2 = .04). Therefore, studies can be carried out to improve students’ self-efficacy perceptions and self-regulation skills towards English in order to increase their success in English lessons. This research can be replicated regionally or nationally with a wider study population.

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Kaynak Göster

APA Zorlu, S. & Ünver, G. (2022). Predictive roles of self-regulatory learning strategies and self-efficacy beliefs on English language learning achievement . Turkish Journal of Education , 11 (2) , 74-92 . DOI: 10.19128/turje.841709