The correlations between the young adult learners' foreignlanguage anxiety levels and their online self-regulated learning readiness in Turkish universities
Başlık çevirisi mevcut değil.
- Tez No: 760180
- Danışmanlar: DR. MA TESOL
- Tez Türü: Yüksek Lisans
- Konular: Dilbilim, Eğitim ve Öğretim, Linguistics, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2020
- Dil: İngilizce
- Üniversite: University of Warwick
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 95
Özet
Özet yok.
Özet (Çeviri)
Foreign language anxiety has long been controversial issue in the EFL classroom. However, recently online teaching and learning has been more a serious interest promoting the learners' self-regulated learning. This study aims to investigate the correlation between young adult learners' foreign language anxiety levels and their online self-regulated learning readiness. Data was collected from approximately 156 voluntary Turkish young adult students who enrolled in departments of English language teaching (ELT), Linguistics, English literature and translating and interpreting (English) at both public and state universities in Turkey. As a data instruments, three various questionnaires, namely; Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), Online Learning Readiness Scale (OLRS, Hung, Chou, Chen, & Own, 2010) and Online Self-regulated learning Questionnaire (Barnard, Lan & Paton 2008) were adapted for this research online. The results seem to indicate that young adult learners' level of online learning readiness has a negative effect on the learners' foreign language anxiety. There is a low negative relationship between Foreign Language Anxiety Scale scores and Computer and Internet Use Self-Efficacy and Self-Learning sub-dimension scores. Additionally, there is a moderate negative correlation among learners' foreign Language anxiety levels, their learning motivation, and their readiness for online Learning
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