Antecedents and outcomes of self-determined engagement in Turkish EFL classrooms: A mixed-method approach
Tez Türü: Doktora
Tezin Yürütüldüğü Kurum: Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Yabancı Diller Eğitimi Anabilim Dalı, Türkiye
Tez Danışmanı: Savaş Yeşilyurt,Kımberly A Noels
Tezin Onay Tarihi: 2014
Tezin Dili: İngilizce
Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
Desteklendiği Program: Diğer
Özet:
The purpose of this study was to explore antecedents and outcomes of English as a Foreign Language (EFL) learners' self-determined classroom engagement within a self-system model of motivation process development framework. Grounded on the modern motivation theory, Self-determination theory (Deci & Ryan, 1985), a mixed-method research was conducted with 412 EFL learners answering self-report questionnaires and randomly chosen 18 interviewees in preparatory classes of a foreign languages vocational school at a medium-scaled Turkish university. Data triangulation showed that quantitative and qualitative findings were consistent with one another according to general tendencies about context (perceived autonomy-support), self (basic psychological needs), action (behavioural, emotional, agentic and cognitive engagement) and outcome (achievement and attendance) variables. The hypothesized path models among context, self, action and outcome, highlighted that learners' perceptions of classroom social context facilitate or undermine their intrinsic desires to act, which in turn have a substantial impact on their achievement and attendance in English language course. Themes from the interviews also underscored that course teacher is a motivation supporter in EFL classrooms and plays a pivotal role in learners' self-related ideas, multidimensional classroom engagement and positive outcomes in English course. By presenting details on underlying structures of EFL learners' motivational self-systems within antecedents and outcomes of classroom engagement framework, it provided significant insights into many questions about classroom engagement. The findings of the study have implications for those in charge of English as a foreign language teaching who want to foster learners' engagement more or have to cope with a high number of unmotivated language learners in their classrooms.