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The relationships among the variables of motivational factors, social self esteem and efficacy, speaking anxiety and strategies for EFL in Turkey and Bosnia and Herzegovina

Başlık çevirisi mevcut değil.

  1. Tez No: 402388
  2. Yazar: HAKAN AYDOĞAN
  3. Danışmanlar: PROF. DR. AZAMAT AKBAROV
  4. Tez Türü: Doktora
  5. Konular: Psikoloji, Sosyoloji, Psychology, Sociology
  6. Anahtar Kelimeler: Intrinsic motivation, extrinsic motivation, speaking anxiety, social self-esteem, self-efficacy, language learning strategies, communicative competence, second language acquisition, intercultural competence, EFL, ELT, CLT, SLA, CLIL, ESP, EAP
  7. Yıl: 2016
  8. Dil: İngilizce
  9. Üniversite: International Burch University
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: İngiliz Dili ve Edebiyatı Ana Bilim Dalı
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 224

Özet

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Özet (Çeviri)

English language teaching and learning are complex processes influenced by lots of educational factors, variables and determinants. In the research, some crucial factors have been examined: intrinsic and extrinsic motivation, self-efficacy, social self-esteem, English language speaking anxiety as well as learning strategies for English language. Our sample consists of 402 participants. There are 228 females and 174 males in our sample. Both international high school and university students in Bosnia and Herzegovina and Turkish students studying in Turkey at terttiary level have been sampled. Several socidemographic factors such as socioeconomic situation, participants' place of living whether with their families, friends or dormitory, their ages, family size, their families' incomes and the number of their social club membership have been taken into account. Adequate univariate, bivariate, multivariate statistical procedures and some psychometrical techniques have been conducted in order to test reliability and validity of our instruments (measures). Strong positive and statistically significant correlation between intrinsic and extrinsic motivation have been revealed in the research. Self-efficacy, social self-esteem and usage of learning strategies correlated positively with each other whereas English language speaking anxiety and extrinsic motivation had strong negative relationships with the mentioned variables. Turkish students were found to be more intrinsically motivated than Bosnian students from Bosnia and Herzegovina.Turkish students also tended to score higher on self-efficacy and social self-esteem scales as well as to score lower on speaking anxiety scale. However, the differences in their average scores were not statistically significant. Bosnian and Turkish students did not differ in the usage of learning strategies. Furthermore, there were significant differences in all variables with regard to students' place of living: students who lived in dormitories or with their friends were socially more confident, self-efficient and intrinsically motivated than the students who lived with their families during high school or university attendance. Gender differences in none of the above mentioned variables have been gotten. In addition, differences between high school and university students were not statistically significant. It has also been confirmed that students' social club(s) membership can be predicted based on our main quantitative variables (e.g. intrinsic motivation, social self-esteem, English language learning strategies). Some contributions of this research have been higlighted and several ideas and topics were provided for farther researches in this field.

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