Turkish EFL speaking course students’ motivational orientations and their instructors’ autonomy support
Tez Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Yabancı Diller Eğitimi Anabilim Dalı, Türkiye
Tez Danışmanı: Savaş Yeşilyurt
Tezin Onay Tarihi: 2011
Tezin Dili: İngilizce
Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
Desteklendiği Program: Diğer
Özet:
| Many studies using Self-Determination Theory (SDT) as a theoretical platform have emphasized the importance of knowing students? motivational orientations in education, and stated that autonomy-supportive or controlling learning climates are significant to determine students? motivational resources, academic achievement, and classroom engagement. Although there are many studies in the general education domain on these issues, there are few studies which focus specifically on foreign language learning especially basic language skill courses in the relevant literature. By this study, it is aimed to investigate respectively Turkish English-as-a-foreign-language (EFL) speaking course students? motivational orientations; to demonstrate the relations among intrinsic and extrinsic orientations of students, their self perception of competence, autonomy, learning climate and classroom engagement; and lastly to examine the effects of students? perceptions of autonomy supportive or suppressive learning climates on their perceived competence, autonomous regulation, self-determined levels and engagement within the framework of SDT. In order to fulfill these aims, 142 pre-service teachers who are enrolled to EFL speaking courses at preparatory and first grades in a Turkish university were asked to complete a questionnaire to assess these constructs, followed up with oral interviews with 7 specially selected participants. In brief, research findings showed that students are generally intrinsically motivated to speak English, and more self-determined motivational orientations are important predictors in determining students? competence, autonomous regulation, and their course engagement. In addition, it also revealed that instructors? autonomy supportive or controlling motivating styles are directly effective on students? self perceptions about competence and autonomy, and have indirectly effect on students? self-determined levels and classroom engagement with the mediators, competence and autonomy. In the light of research findings, some effective classroom instruction strategies and suggestions were developed to motivate learners to speak English volitionally by overcoming some psychological barriers at the end of the study. |