Yabancı Dil Öğrenme Kaygısı Ve Başarı: Çanakkale Onsekiz Mart Üniversitesi Öğrencilerinin Durum Değe

Şener, Sabriye

doi:10.7827/turkishstudies.7732

Cited by 5 publications

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“…This research revealed that female learners exhibited higher levels of TA scores than male counterparts. This finding is in harmony with almost all relevant previous studies on gender effects on test anxiety in literature (Spielberger, 1980;Hembree, 1988;Di Maria & Di Nuovo, 1990;Zeidner, 1990;Seipp, 1991;Feingold, 1994;Bandalos, Yates & Thorndike-Christ, 1995;Berger & Schecter, 1996;Bishop, Baner & Becker, 1998;Zeidner, 1998;Ferrando, Varea & Lorenzo, 1999;Aysan, Thomson, & Hamarat, 2001;Brown, 2002;Cassady & Johnson, 2002;Altermatt & Kim, 2004;Stober, 2004;Chapell et al, 2005 ;McCarthy & Goffin, 2005;Aydın et al, 2006;Bacanlı & Sürücü, 2006;Lashkaripour, 2006;Mousavi et al, 2008;Rezazadeh & Tavakoli, 2009;Önem, 2011;Karataş, Alçı & Aydın, 2013;Saedi & Khaliliagdam;Şener, 2015;Erzen & Odacı, 2014). Test anxiety and gender are significantly correlated in this study.…”

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confidence: 99%

The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

Çakıcı¹

2016

ELT

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The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayıs University, School of Foreign Languages. The TAI (Test Anxiety Inventory) developed by Spielberger (1980), FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz (1986) and the students' language achievement scores were used to collect data. In addition, this study aimed to determine the effect of gender on both TA and FLA. The findings of the study revealed that there was no relation between students' TA and their language achievement. It was also found a significant positive correlation between students' TA and FLA. Besides, the result demonstrated that there was a significant reverse correlation between students' FLA and their language achievement. Following t-test results, it was found out that females exhibited higher mean scores than males in both TAI and FLCAS. Finally, certain suggestions were set for EFL teachers to reduce text anxiety and language learning anxiety in foreign language classroom settings.

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Section: Discussionmentioning

confidence: 99%

The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

Çakıcı¹

2016

ELT

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Bi̇ri̇nci̇ Ve Dördüncü Sinif İngi̇li̇zce Öğretmen Adaylarinin Konuşma Kaygisi

Gürsoy

Korkmaz²

2018

Eğitimde Kuram Ve Uygulama

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Article Info Rapid developments in technology around the globe brought people closer which promoted English as a common language and created a need for adaptation to the requirements of the new world. However, affective factors, along with many others, seem to hinder the efforts to learn and speak a new language. Anxiety, as one of these affective factors, has an important role in the language learning process. Most of the research on language learning anxiety investigated language learners; however, prospective teachers' speaking anxiety is rarely studied. Thus, the present study aims to investigate speaking anxiety levels of prospective ELT teachers at a state university in Turkey. Designed as a sequential mixed method research, both quantitative and qualitative data were collected from freshmen and senior prospective teachers. The quantitative data was collected via a questionnaire from 117 participants, 10 of which were interviewed afterwards. Dual and multiple comparisons were made to analyse the numerical data. The qualitative data was analysed via content analysis. The results showed that prospective ELT teachers had a moderate level of speaking anxiety, freshmen having higher level of anxiety. There were significant differences between female and male prospective teachers as well as the type of high schools' prospective teachers graduated from. It was also found that proficiency levels had a significant effect on the level of speaking anxiety and there was a negative correlation between them. The interview results revealed the causes of speaking anxiety from the perspective of prospective teachers. The study has implications for teacher trainers and trainees, not only to help prospective teachers to reduce their speaking anxiety but also to enable them develop awareness regarding the causes of anxiety to help their future students.

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Ortaokul Öğrencilerinin Bilişüstü Farkındalıkları ve Yabancı Dil Öğrenme Kaygıları Arasındaki İlişkinin İncelenmesi

Ünal,

Ekinci

2024

MANAS Sosyal Araştırmalar Dergisi

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Bu araştırmanın amacı ortaokul sekizinci sınıf öğrencilerinin bilişüstü farkındalıkları ve yabancı dil öğrenme kaygıları arasındaki ilişkiyi incelemektir. Ayrıca ortaokul öğrencilerinin bilişüstü farkındalıkları ve yabancı dil öğrenme kaygıları cinsiyet, okul statüsü (devlet/özel), anne ve babanın öğrenim durumu değişkenlerine göre ele alınmıştır. Araştırma nicel araştırma yöntemlerinden ilişkisel tarama modeline uygun tasarlanmıştır. Araştırma 2020-2021 eğitim yılında Aydın ilinin Kuşadası ilçesindeki ortaokullarda öğrenim gören 538 sekizinci sınıf öğrencisinin katılımıyla gerçekleştirilmiştir. Araştırmanın verileri ‘Bilişüstü Farkındalık Ölçeği’ ve ‘Yabancı Dil Öğrenme Kaygısı Ölçeği’nin uygulanmasıyla elde edilmiştir. Araştırmanın verilerinin çözümlenmesinde betimsel istatistikler, ikili ve çoklu karşılaştırma istatistikleri ve çoklu regresyon analizi teknikleri kullanılmıştır. Araştırma sonuçları, öğrencilerin bilişüstü farkındalıklarının yüksek düzeyde, yabancı dil öğrenme kaygılarının orta düzeyde olduğunu; ortaya koymuştur. Araştırmada öğrencilerin biliş bilgisi farkındalığının yabancı dil öğrenme kaygısının yordayıcılarından birisi olduğu belirlenmiştir.

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Yabancı Dil Öğrenme Kaygısı Ve Başarı: Çanakkale Onsekiz Mart Üniversitesi Öğrencilerinin Durum Değe

Cited by 5 publications

References 0 publications

The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

Bi̇ri̇nci̇ Ve Dördüncü Sinif İngi̇li̇zce Öğretmen Adaylarinin Konuşma Kaygisi

Ortaokul Öğrencilerinin Bilişüstü Farkındalıkları ve Yabancı Dil Öğrenme Kaygıları Arasındaki İlişkinin İncelenmesi

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