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Yabancı Dil Olarak Türkçe Öğrenenler İçin Dinleme Üstbiliş Farkındalık Ölçeği'nin Türkçeye Uyarlanması

Year 2023, Volume: 6 Issue: 2, 173 - 188, 31.12.2023

Nahide İrem Azizoğlu Fidan Geçici

Abstract

Yabancı dil öğreniminde öğrenenlerin hedef dilde dinleme becerilerini etkin olarak kullanabilmeleri önemlidir. Dinleme becerisini etkileyen değişkenlerden bir tanesi dinlemeye ilişkin kişilerin üstbiliş farkındalıklarıdır. Öğrenenlerin dinleme üstbiliş farkındalıklarının belirlenmesine yönelik olarak geçerliği ve güvenirliği sağlanmış ölçme araçlarına ihtiyaç duyulmaktadır. Bu nedenle araştırmada 2006 yılında geliştirilen "Dinleme üstbiliş farkındalık ölçeği"nin Türkçe formunun geçerlik ve güvenirlik incelemesi yapılmıştır. Ölçeğin orijinali yabancı dil öğrenenlerin yabancı dilde dinleme becerisine ilişkin üstbiliş farkındalıklarının tespit edilmesi amacıyla geliştirilmiştir. Ölçeğin Türkçeye uyarlanması esnasında 131 yabancı dil olarak Türkçe öğrenen öğrenci ile uygulama yapılmıştır. Uygulama Afyon Kocatepe Üniversitesi TÖMER'de yürütülmüştür. Ölçek toplamda 21 madde ve 5 alt boyuttan oluşmaktadır. Ölçeğin yapı geçerliğine ilişkin bulgular doğrulayıcı faktör analizi kullanılarak incelenmiştir. İnceleme sonucunda orijinal ölçek ile benzer yapı elde edilmiştir. Problem çözme boyutunda 6 madde, planlama değerlendirme boyutunda 5 madde, çeviri boyutunda 3 madde, dikkat boyutunda 4 madde, bilgi boyutunda 3 madde bulunmaktadır. Ölçeğin Cronbach's Alfa güvenirlik katsayısı 0,89, Omega güvenirlik katsayısı 0,92 bulunmuştur. İnceleme sonucunda Türkçeye uyarlanan ölçeğin yabancı dil olarak Türkçe öğrenenlerin dinleme üstbiliş farkındalıklarını belirlemede kullanılabileceği sonucuna ulaşılmıştır.

Keywords

Dinleme dinleme becerisi üstbiliş dinleme üstbiliş farkındalığı.

Supporting Institution

Destekleyen kurum yoktur.

Project Number

Proje kapsamında değildir.

Thanks

Teşekkür edilecek kişi ya da kuruluş bulunmamaktadır.

References

  • Altunkaya, H. (2017). Yabancı dil olarak Türkçe öğrenenlerin dinleme ve okuma kaygıları. Education Scineces (NWSAES), 12(3), 107-121. http://dx.doi.org/10.12739/NWSA.2017.12.3.1C0672
  • Baleghizadeh, S., & Rahimi, A. H. (2011). The relationship among listening performance, metacognitive strategy use and motivation from a self-determination theory perspective. Theory and Practice in Language Studies, 1(1), 61-67. https://doi.org/10.4304/tpls.1.1.61-67
  • Chin, C. L., Unin, N., & Johari, A. (2017). Metacognitive awareness strategies for listening comprehension. The Asian Journal of English Language&Pedagogy, 5, 11-19. https://doi.org/10.37134/ajelp.vol5.2.2017
  • Chon, Y. V., & Shin, T. (2019). Profile of second language learners' metacognitive awareness and academic motivation for successful listening: a latent class analysis. Learning and Individual Differences, 70, 62-75. https://doi.org/10.1016/j.lindif.2019.01.007
  • Coşkun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Novitas-ROYAL (Research on Youth and language), 4(1), 35-50.
  • Donglan, Z. (2001). Learning for listening: Metacognitive awareness and strategy use to develop listening comprehension. REACT, 1, 21-26.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911.
  • Harputlu, L., & Ceylan, E. (2014). The effects of motivation and metacognitive strategy use on EFL listening proficiency. Procedia-Social and Behavioral Sciences, 158, 124-131. https://doi.org/10.1016/j.sbspro.2014.12.056 Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel Yayıncılık.
  • Maftoon, P., & Alamdari, E. F. (2020). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 34(1), 1-20. https://doi.org/10.1080/10904018.2016.1250632
  • Melanlıoğlu, D. (2016). Yabancı öğreniciler için dinleme becerisine yönelik üstbilişsel dereceli puanlama anahtarı. Journal of Education Faculty, 18(2), 1206-1229. https://doi.org/10.17556/jef.20880
  • Muthén, B., & Kaplan, D. (1985). A comparison of methodologies for the factor analysis of non-normal Likert variables. British Journal of Mathematical and Statistical Psychology, 38, 171-189.
  • Nisbet, J. and Shucksmith, J. (1986) Learning Strategies. London: Routledge & Kegan Paul.
  • Nur Durmaz, B., & Aşık, A. (2022). The adaptation of metacognitive awareness listening questionnaire into Turkish. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(1), 897-920.
  • Okur, A., & Azizoğlu, N. İ. (2016). Dinleme üstbiliş stratejileri ölçeği: geçerlik ve güvenirlik çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 40, 113-124. https://doi.org/10.21764/efd.04871.
  • Oxford, R. L. (1993). Research update on teaching L2 listening. System, 21(2), 205-211.
  • Polat, M., & Erişti, B. (2018). Yabancı dilde dinleme kaygısı ölçeğinin geliştirilmesi. Turkish Studies Educational Sciences, 13(11), 1113-1138. http://dx.doi.org/10.7827/TurkishStudies.13438
  • Rahimi, M. and Katal, M. (2012). Metacognitive listening strategies awareness in learning English as a foreign language: A comparison between university and high-school students. Procedia-Social and Behavioral Sciences, 31, 82-89.
  • Rost, M. (2002). Teaching and researching listening. London: Longman.
  • Savitri, W. E., & Anam, S. (2018). University students’ metacognitive awareness in listening to English as a foreign language. In 2nd Social Sciences, Humanities and Education Conference (SOSHEC 2018) (pp. 222-225). Atlantis Press. https://doi.org/10.2991/soshec-18.2018.48
  • Schermelleh-Engel, K., Moosbrugger H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Topaç, E. (2019). The effect of metacognitive listening strategy instruction on EFL learners’ listening comprehension and awareness levels and the role of Ted-Talks as a listening resource on stydents’ perceptions (Unpublished master thesis). Yeditepe University Institute of Educational Sciences, Istanbul.
  • Ülke, H. Z. (2014). Üstbilişsel strateji eğitiminin Türk öğrencilerin İngilizce dinleme becerileri üzerine etkisi (Yayımlanmamış yüksek lisans tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Vandergrift, L., Goh, C. C. M., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: development and validation. Language learning, 56(3), 431-462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
  • Yurdugül, H., & Sırakaya, D. (2013). Çevrimiçi öğrenme hazır bulunuşluluk ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 38(169), 391-406.
  • Wallace, M. P. (2022). Individual differences in second language listening: examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 72(1), 5-44. https://doi.org/10.1111/lang.12424
  • Wang, Y., & Treffers-Daller, J. (2017). Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System, 65, 139-150.
  • Yılmaz, T. S. (2019). The effects of metacognitive listening instruction on Turkish EFL learners (Unpublished master thesis). Eskişehir Anadolu University Graduate School of Educational Sciences, Eskişehir.

Adaptation of Metacognitive Awareness Listening Questionnaire (MALQ) For Learners of Turkish as a Foreign Language

Year 2023, Volume: 6 Issue: 2, 173 - 188, 31.12.2023

Nahide İrem Azizoğlu Fidan Geçici

Abstract

It is important for learners to effectively use their listening skills in the target language for foreign language learning. Metacognitive awareness of learners about listening is one of the variables affecting listening skills. There is a need for valid and reliable measurement tools to determine learners' listening metacognitive awareness. Therefore, this study conducted the validity and reliability analysis of the Turkish version of the “Metacognitive Awareness Listening Questionnaire (MALQ)” developed in 2006. The original questionnaire was developed to review the metacognitive awareness of foreign language learners about listening skills in foreign languages. 131 students learning Turkish as a foreign language were utilized during the adaptation of the scale to Turkish. The application was carried out at Afyon Kocatepe University TÖMER. The scale consists of 21 items and 5 sub-dimensions. Findings regarding the construct validity of the scale were analyzed using confirmatory factor analysis (CFA). A similar structure was obtained with the original scale at the end of the examination. There are 6 items in the problem solving dimension, 5 items in the planning evaluation dimension, 3 items in the mental translation dimension, 4 items in the directed attention dimension, and 3 items in the person knowledge dimension. The Cronbach's Alpha reliability coefficient of the scale is 0,89; while the Omega reliability coefficient is 0,92. We concluded at the end of the examination that the scale adapted to Turkish can be used to determine the listening metacognitive awareness of learners learning Turkish as a foreign language.

Keywords

Listening listening skill metacognition listening metacognitive awareness.

Project Number

Proje kapsamında değildir.

References

  • Altunkaya, H. (2017). Yabancı dil olarak Türkçe öğrenenlerin dinleme ve okuma kaygıları. Education Scineces (NWSAES), 12(3), 107-121. http://dx.doi.org/10.12739/NWSA.2017.12.3.1C0672
  • Baleghizadeh, S., & Rahimi, A. H. (2011). The relationship among listening performance, metacognitive strategy use and motivation from a self-determination theory perspective. Theory and Practice in Language Studies, 1(1), 61-67. https://doi.org/10.4304/tpls.1.1.61-67
  • Chin, C. L., Unin, N., & Johari, A. (2017). Metacognitive awareness strategies for listening comprehension. The Asian Journal of English Language&Pedagogy, 5, 11-19. https://doi.org/10.37134/ajelp.vol5.2.2017
  • Chon, Y. V., & Shin, T. (2019). Profile of second language learners' metacognitive awareness and academic motivation for successful listening: a latent class analysis. Learning and Individual Differences, 70, 62-75. https://doi.org/10.1016/j.lindif.2019.01.007
  • Coşkun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Novitas-ROYAL (Research on Youth and language), 4(1), 35-50.
  • Donglan, Z. (2001). Learning for listening: Metacognitive awareness and strategy use to develop listening comprehension. REACT, 1, 21-26.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911.
  • Harputlu, L., & Ceylan, E. (2014). The effects of motivation and metacognitive strategy use on EFL listening proficiency. Procedia-Social and Behavioral Sciences, 158, 124-131. https://doi.org/10.1016/j.sbspro.2014.12.056 Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel Yayıncılık.
  • Maftoon, P., & Alamdari, E. F. (2020). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 34(1), 1-20. https://doi.org/10.1080/10904018.2016.1250632
  • Melanlıoğlu, D. (2016). Yabancı öğreniciler için dinleme becerisine yönelik üstbilişsel dereceli puanlama anahtarı. Journal of Education Faculty, 18(2), 1206-1229. https://doi.org/10.17556/jef.20880
  • Muthén, B., & Kaplan, D. (1985). A comparison of methodologies for the factor analysis of non-normal Likert variables. British Journal of Mathematical and Statistical Psychology, 38, 171-189.
  • Nisbet, J. and Shucksmith, J. (1986) Learning Strategies. London: Routledge & Kegan Paul.
  • Nur Durmaz, B., & Aşık, A. (2022). The adaptation of metacognitive awareness listening questionnaire into Turkish. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(1), 897-920.
  • Okur, A., & Azizoğlu, N. İ. (2016). Dinleme üstbiliş stratejileri ölçeği: geçerlik ve güvenirlik çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 40, 113-124. https://doi.org/10.21764/efd.04871.
  • Oxford, R. L. (1993). Research update on teaching L2 listening. System, 21(2), 205-211.
  • Polat, M., & Erişti, B. (2018). Yabancı dilde dinleme kaygısı ölçeğinin geliştirilmesi. Turkish Studies Educational Sciences, 13(11), 1113-1138. http://dx.doi.org/10.7827/TurkishStudies.13438
  • Rahimi, M. and Katal, M. (2012). Metacognitive listening strategies awareness in learning English as a foreign language: A comparison between university and high-school students. Procedia-Social and Behavioral Sciences, 31, 82-89.
  • Rost, M. (2002). Teaching and researching listening. London: Longman.
  • Savitri, W. E., & Anam, S. (2018). University students’ metacognitive awareness in listening to English as a foreign language. In 2nd Social Sciences, Humanities and Education Conference (SOSHEC 2018) (pp. 222-225). Atlantis Press. https://doi.org/10.2991/soshec-18.2018.48
  • Schermelleh-Engel, K., Moosbrugger H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Topaç, E. (2019). The effect of metacognitive listening strategy instruction on EFL learners’ listening comprehension and awareness levels and the role of Ted-Talks as a listening resource on stydents’ perceptions (Unpublished master thesis). Yeditepe University Institute of Educational Sciences, Istanbul.
  • Ülke, H. Z. (2014). Üstbilişsel strateji eğitiminin Türk öğrencilerin İngilizce dinleme becerileri üzerine etkisi (Yayımlanmamış yüksek lisans tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Vandergrift, L., Goh, C. C. M., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: development and validation. Language learning, 56(3), 431-462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
  • Yurdugül, H., & Sırakaya, D. (2013). Çevrimiçi öğrenme hazır bulunuşluluk ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 38(169), 391-406.
  • Wallace, M. P. (2022). Individual differences in second language listening: examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 72(1), 5-44. https://doi.org/10.1111/lang.12424
  • Wang, Y., & Treffers-Daller, J. (2017). Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System, 65, 139-150.
  • Yılmaz, T. S. (2019). The effects of metacognitive listening instruction on Turkish EFL learners (Unpublished master thesis). Eskişehir Anadolu University Graduate School of Educational Sciences, Eskişehir.
There are 27 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Nahide İrem Azizoğlu 0000-0003-2738-9856

Fidan Geçici 0000-0002-3336-4914

Project Number Proje kapsamında değildir.
Early Pub Date June 28, 2023
Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 6 Issue: 2

Cite

APA Azizoğlu, N. İ., & Geçici, F. (2023). Adaptation of Metacognitive Awareness Listening Questionnaire (MALQ) For Learners of Turkish as a Foreign Language. Uluslararası Yabancı Dil Olarak Türkçe Öğretimi Dergisi, 6(2), 173-188.

International Journal of Turkish Teaching as a Foreign Language | 2018 ISSN: