Development and Validation of the Foreign Language Learning Effort Scale for Turkish Tertiary-Level Students

doi:10.12738/estp.2018.2.0010

Cited by 3 publications

(8 citation statements)

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“…Another critical component influencing students" achievements is the effort they are willing to put into the learning process. However, despite its importance in educational research, there is still a lack of a standardized definition (Karabıyık & Mirici, 2018). The prevalent definitions in the literature refer to effort as the overall amount of exertion expended in the studying process (Elliot et al, 1999;Zimmerman & Risemberg, 1997).…”

Section: Language Learning Effortmentioning

confidence: 99%

Effort as a Mediator of the Relationship between English Learning Self-Efficacy and Reading Comprehension Performance in the EFL Field: A Longitudinal Study

Giladi

Koslowsky

Davidovitch

2021

IJHE

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English language skills are considered of great value in the labor market and in the field of research. As such, learning English as a Foreign Language (EFL) becomes of great importance, especially for foreign students and employees working in international settings. The goal of the present study was to explore students’ self-efficacy in language learning (LSE), in contrast with general self-efficacy (GSE) and effort (EF) as predictors of students’ reading comprehension performance in English. Moreover, we hypothesized that effort mediates the relationship between LSE and reading comprehension performance. We explored the EFL learners who enrolled in academic English courses during a period of three months, one academic semester. Using a longitudinal design, at Time 1, the sample of 265 participants completed three questionnaires: GSE, LSE and EF scales. At Time 2, reading comprehension test was given to the participants who had completed the questionnaires previously. Results indicated that LSE, in contrast with GSE, is positively correlated with reading comprehension performance. Furthermore, the data showed that LSE is positively correlated with effort, and that effort is positively correlated with reading comprehension performance. Findings revealed that effort mediates the relationship between LSE and reading comprehension performance. Thus, our study contributes to the development of more effective teaching methods and provides EFL teachers the necessary tools to predict and enhance students’ achievements in the field. Implications and limitations for future research are discussed.

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Section: Language Learning Effortmentioning

confidence: 99%

Effort as a Mediator of the Relationship between English Learning Self-Efficacy and Reading Comprehension Performance in the EFL Field: A Longitudinal Study

Giladi

Koslowsky

Davidovitch

2021

IJHE

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“…Foreign Language Learning Effort Scale (FLLES): Foreign Language Learning Effort Scale was developed by Karabıyık and Mirici (2018) to measure the effort levels of tertiary level foreign language learners. The scale comprised of 17 items.…”

Section: Instrumentmentioning

confidence: 99%

“…Cronbach's alpha value for overall scale was .85 for the replication sample. (Karabıyık & Mirici, 2018). Cronbach's alpha values of the subscales were estimated as .75, .73, .85, and .81 for non-compliance, procedural effort, substantive effort, and focal effort, respectively and Cronbach's alpha value for overall scale was .87 in the present study.…”

Section: Instrumentmentioning

confidence: 99%

“…Foreign language learning effort can be defined as the investment of individual resources by students to learn a foreign language including in-class and out-of-class exertions and engaging students to fulfill the process of learning a foreign language (Karabıyık & Mirici, 2018). Learning effort is a multifaceted construct within the context of foreign language learning.…”

Section: Introductionmentioning

confidence: 99%

“…Substantive effort refers to active involvement in learning a foreign language. Focal effort implies attentiveness in a foreign language classroom (Karabıyık & Mirici, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Foreign language learning effort levels of students in English for Specific Purposes

Özer

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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The study aims to investigate foreign language learning effort levels of students in English for Specific Purposes. In the study, quantitative research and survey method were applied. 385 students studying at a faculty of tourism and taking vocational English course at a state university in Turkey participated in the study voluntarily. Foreign Language Learning Effort Scale (FLLES) was used to collect data. At the end of the study, the students' level of non-compliance was at "never" level, their procedural, focal and overall effort levels were at "often" level and their substantive effort level was at "sometimes" level. While there was no significant difference in noncompliance and overall effort levels of the students, there was a significant difference in their procedural, substantive and focal effort levels in terms of their gender and age. There was no significant difference in noncompliance, procedural, substantive and overall effort levels of the students but there was a significant difference in their focal effort levels in terms of their education type. There was not a significant difference in noncompliance, procedural and substantive effort levels of the students; however, there was a significant difference in their focal and overall language learning effort levels in terms of their department. There was a significant difference in non-compliance, procedural, substantive, focal and overall language learning effort levels of the students in terms of their achievement.

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Yükseköğretimde İngilizceyi Yabancı Dil Olarak Öğrenenlerin Çevrimiçi Uzaktan Eğitimde Dil Öğrenme Çabası ve Öğrenen Özerkliği

Kuluşaklı

2023

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Although there were a massive increasing number of online English learners, not much research has clarified the assumed relationships between language learning effort and learner autonomy in the context of online distance learning in higher education. This paper aims to investigate and compare the EFL learners’ levels of foreign language learning effort and autonomy perceptions in online distance education. Data was collected from 220 EFL freshmen students taking an online English course and studying in various disciplines at a state university in Turkey. Two questionnaires were used in order to explore the relationship between language learning effort and autonomy of online English learners. The Foreign Language Learning Effort Scale (Karabıyık & Mirici, 2018) was used in order to assess the participants’ levels of foreign language learning effort and the Autonomy Perception Scale (Demirtaş, 2010) was administered so as to identify the level of autonomy perceptions of the students towards language learning. Additionally, a background information form was also utilized in order to determine individual information of the participants. The study was designed based on a baseline descriptive survey method. The data were analyzed using basic descriptive statistics (means and standard deviations) and Pearson correlation coefficients analysis. The results of the study displayed that the learners often employed effort in learning a foreign language. Moreover, the learners generally were not capable of using autonomous learning skills in learning a language although they had the capacity to employ some autonomous learning skills to a sufficient degree

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Development and Validation of the Foreign Language Learning Effort Scale for Turkish Tertiary-Level Students

Cited by 3 publications

References 56 publications

Effort as a Mediator of the Relationship between English Learning Self-Efficacy and Reading Comprehension Performance in the EFL Field: A Longitudinal Study

Effort as a Mediator of the Relationship between English Learning Self-Efficacy and Reading Comprehension Performance in the EFL Field: A Longitudinal Study

Foreign language learning effort levels of students in English for Specific Purposes

Yükseköğretimde İngilizceyi Yabancı Dil Olarak Öğrenenlerin Çevrimiçi Uzaktan Eğitimde Dil Öğrenme Çabası ve Öğrenen Özerkliği

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