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

Abstract

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.

Öğretmen Adaylarının İngilizce Özyeterlik İnançlarının Algılanan Başarıları Üzerindeki Etkisi: Dil Öğrenme Çabasının Aracı Rolü

“…In this globalizing world, competence in at least one foreign language gain prominence in order to follow the developments and not to get lost in the rapid information circulation (Gömleksiz, 2002). It is also known that foreign language competence provides advantages to individuals such as getting and preserving a good job, being open to different cultures, gaining confidence with respect to traveling more comfortably, having a global understanding, improving social relationship and being an indicator of modernity ( Memduhoğlu and Kozikoğlu, 2015;Özer andKorkmaz, 2016, Tekin Özel, 2019). Along with the effects of globalization and these advantages, foreign language learning/teaching has become an important field in Turkey.…”

“…Dörnyei (2001) ise başarıyı kolaylaştırması ve herkese eşit şans vermesi açısından çabanın rolünü vurgulamıştır. Nitekim alanyazında çaba ve başarı arasında olumlu bir ilişkinin olduğunu ortaya koyan bazı araştırmalar bu görüşü destekler niteliktedir (Özer, 2020;Twum Ampofo ve Osei-Owusu, 2015;Carbonaro, 2005;Opare ve Dramanu, 2002;Phan, 2008;Stewart, 2008). Siegle ve McCoach'a (2007) göre, öğrenciler akademik başarılarını çaba ile ilişkilendirdiklerinde veya başarılarını çabaya bağlayan geri bildirim aldıklarında, gelecekteki beceri gelişimi için daha yüksek bir özyeterlik ve beklenti geliştirirler.…”