Investigation of the variables related to TEOG English achievement using Language Acquisition Theory of Krashen

Gökcan, Mustafa; Aktan, Derya Çobanoğlu

doi:10.14527/pegegog.2018.021

Cited by 6 publications

(13 citation statements)

References 22 publications

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“…Yabancı dil kaygısının yabancı dil başarısı üzerinde etkisi araştırmacılar tarafından uzun süredir incelenmektedir. Bu kavrama ilişkin alanyazın incelendiğinde yabancı dil kaygısının yabancı dil başarısı üzerinde negatif etkisi olduğu ortaya konulmuştur (Çakıcı, 2016;Deniz & Ilıcalı, 2018;Dewaele & Alfawzan, 2018;Doğan & Tuncer, 2016;Gerencheal, 2016;Gökcan & Çobanoğlu, 2018;Kuşçu, 2017;Tuncer & Temur, 2017). Yabancı dil kaygısı öğrenenlerin derse katılımının azalmasına ve dili kullanmaktan kaçınmalarına neden olarak performanslarını etkilemektedir (Xiang, 2004).…”

Section: Introductionunclassified

Yabancı Dil Sınıf Kaygısı Ölçeği’nin Faktör Yapısının İncelenmesi

Oruç

Demirci

2020

Language Teaching and Educational Research

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Foreign language anxiety has been the subject of research for many years as one of the individual factors affecting the language learning process. In this study, the factor structure of Foreign Language Anxiety Scale was examined in the context of Turkey. The study group consisted of 166 students studying in the English preparatory department of a university in the Marmara Region during the spring semester of the 2017-2018 academic year. Validity and reliability study consists of language validity, scoring, application, item analysis, construct validity and reliability steps. It was found that the Foreign Language Class Anxiety Scale has a factor structure consisting of 3 dimensions: speaking anxiety, failure anxiety and lack of self-confidence. According to the results of exploratory factor analysis, it was determined that the factors explained 57% of the total variance. As a result of the internal consistency analysis regarding the reliability of the scale, it was determined that the internal consistency coefficient received acceptable values in speaking anxiety, failure anxiety and lack of self-confidence factors. In conclusion, the multifactor structure of the Foreign Language Classroom Anxiety Scale was examined in the context of Turkey and considered as a reliable and valid tool that can be used to measure foreign language anxiety.

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Section: Introductionunclassified

Yabancı Dil Sınıf Kaygısı Ölçeği’nin Faktör Yapısının İncelenmesi

Oruç

Demirci

2020

Language Teaching and Educational Research

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“…Perceived oral proficiency can be determined or measured by students' self -ratings and it plays a significant role in the language acquisition process and anxiety. Previous studies show a significant and negative relationship between perceived oral proficiency and foreign language speaking anxiety Gökcan and Çobanoğlu Aktan [9].…”

Section: Perceived Oral Proficiencymentioning

confidence: 85%

“…Exposure to the target language refers to any interaction that people may have such as reading books or magazines in the language or finding information being shared in discussions o r other social media platforms where they are simply passive participants and a second language is being used. Gökcan and Çobanoğlu Aktan [9] conducted a study on a sample of 826 Turkish 8 th grade students of English from six different schools. Their study concluded that exposure to English had an indirect effect on ENGPRO by mitigating the apprehension, i.e., the anxiety mediated the influence of exposure on ENGPRO.…”

Section: Exposure To Englishmentioning

confidence: 99%

“…Additionally, this study fills the gap by examining perceived competence as a mediator variable between independent variables that have not yet been investiga t ed as mediators in empirical tests. In addition, this study has included parental education sta tus as a moderator variable between perceived competence and foreign language speaking anxiety, a moderation effect that has not been tested in earlier studies [9]. It fills the gap for further speaking anxiety in foreign lan ugauge research in China specifically and in other contexts generally to use this type of insightful methodology and the results drawn will lead to further revelations about foreign languauge speaking anxiety.…”

Section: Introductionmentioning

confidence: 99%

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An empirical investigation of the relationship between individual learner factors and foreign language speaking anxiety in EFL university learners

Malik,

Oteir,

Alotaibi

2024

ijirss

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The current study recruited 306 participants (males=194, females= 112) to fill out a questionnaire consisting of two sections for demographic information and a second section with 38 close-ended items to investigate the structural relationships among individual learner factors and anxiety when speaking a foreign language in Chinese EFL university learners. These factors included exposure to English, attitude towards learning English, perceived oral proficiency, years of learning English, perceived effectiveness of the use of social media, perceived competence and parental education status. The findings of the direct effects indicated that exposure to English, attitude towards learning English and perceived oral proficiency were negatively correlated whereas years of learning English and the perceived effectiveness of social media had an insignificant effect on foreign language speaking anxiety. In addition, according to the indirect predictive effects of perceived competence (mediator) on foreign language speaking anxiety, all other factors with the exception of years of learning English were found to be positively mediated by perceived competence. Lastly, the moderating effect of parental education status indicated that the interaction term (perceived competence x parental education status) had a negative and significant effect on foreign language speaking anxiety. The findings indicate that speaking anxiety exists in and out of class and can cause a detrimental effect on university learners’ communication and speaking skills due to a lack of confidence, practice, exposure and interaction. This research provides several insightful practical implications for EFL teachers and policymakers.

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“…That is to say, for language acquisition, the most important factor is the amount of input that the learner confronted during the learning process. Those who are more exposed to English and have frequent language exposure acquire the language more easily (Gökcan & Çobanoğlu Aktan, 2018). According to the literature, exposure to a language, without any doubt, is a vital ingredient in the learning of any language.…”

Section: Introductionmentioning

confidence: 99%

Development of Exposure to English Scale and Investigation of Exposure Effect to Achievement

Gökcan

Aktan

2019

International Journal of Assessment Tools in Education

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An absence of a scale for measuring exposure to the English language, which has a significant effect on English achievement, was detected in the literature. For this reason, in this study, a six-dimensional scale was developed to detect the level of English language exposure and its construct validity was tested. The factor structure of the scale was determined by exploratory factor analysis with the data collected from 784 university students, 726 of whom are undergraduate and 58 of whom are Master's and Ph.D. students. Confirmation of the factor structure of the scale was carried out with a measurement model specified in a structural equation model. A structural equation modeling study was performed along with 233 students from English preparation classes at a university. In the structural model, the effect of exposure to English on the students' scores received from writing in English, speaking in English and the total score (grammar, vocabulary, reading and listening scores) was examined. It was found that exposure to English has a significant effect on all of the three variables. Exposure to English explained the variance of the speaking variable most, while that effect is the least for the writing variable.

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Investigation of the variables related to TEOG English achievement using Language Acquisition Theory of Krashen

Cited by 6 publications

References 22 publications

Yabancı Dil Sınıf Kaygısı Ölçeği’nin Faktör Yapısının İncelenmesi

Yabancı Dil Sınıf Kaygısı Ölçeği’nin Faktör Yapısının İncelenmesi

An empirical investigation of the relationship between individual learner factors and foreign language speaking anxiety in EFL university learners

Development of Exposure to English Scale and Investigation of Exposure Effect to Achievement

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