Research Article
BibTex RIS Cite

Ortaokul Öğrencilerinin İngilizce Konuşma Kaygısı: Öğrenci ve Öğretmen Görüşleri

Year 2023, Volume: 3 Issue: 1, 1 - 22, 30.06.2023
https://doi.org/10.58667/sedder.1274744

Abstract

Bu araştırmanın amacı, ortaokul öğrencilerinin İngilizce konuşma kaygı düzeylerini, İngilizce konuşma kaygılarının nedenlerini öğretmen ve öğrenci görüşlerine göre belirlemektir. Karma araştırma yönteminin kullanıldığı bu araştırmada, eş zamanlı iç içe geçmiş desen kullanılmıştır. Araştırma, küme örnekleme yöntemi kullanılarak belirlenen ve Van ili merkez ilçelerinde (İpekyolu, Tuşba, Edremit) bulunan ortaokullarda öğrenim gören toplam 920 öğrenciyle yürütülmüştür. Ayrıca, maksimum çeşitlilik örnekleme yöntemi kullanılarak belirlenen okullarda öğrenim gören 15 öğrenci ve bu okullarda görev yapan 15 İngilizce öğretmeniyle görüşme yapılmıştır. Araştırmada veri toplama araçları olarak “Yabancı Dil Konuşma Kaygısı Ölçeği” ve “Yarı-Yapılandırılmış Görüşme Formları” kullanılmıştır. Araştırmada nicel verilerin analizinde betimsel istatistikler (ortalama, standart sapma), fark istatistikleri (t testi, ANOVA); nitel verilerin analizinde ise betimsel analiz tekniği kullanılmıştır. Araştırma sonucunda öğrencilerin İngilizce konuşma kaygılarının yüksek düzeyde olduğu ve bu kaygının oluşmasında bilişsel, duyuşsal anlamda çeşitli faktörlerin etkili olduğu sonucuna ulaşılmıştır. Araştırmada kız öğrencilerin, İngilizce dersini seven, yabancı film izleme veya müzik dinleme alışkanlığına sahip öğrencilerin İngilizce konuşma kaygılarının daha yüksek düzeyde olduğu belirlenmiştir. Öte yandan öğrencilerin İngilizce ders başarısı bakımından kendilerini yeterli görme düzeyi ve İngilizce ders başarısı arttıkça İngilizce konuşma kaygılarının azaldığı ortaya çıkmıştır. İngilizce konuşma kaygısının yabancı dil öğrenimindeki önemi düşünüldüğünde; öğretmenlerin öğrencilere rehberlik etmeleri, onlara yabancı dili öğrenmek için motive edici ve teşvik edici öğrenme-öğretme durumları sağlamaları, öğrencilerin kendilerini rahat ifade edebilecekleri olumlu bir sınıf iklimi oluşturmaları önerilebilir.

References

  • Akkakoson, S. (2016). Reflections from teachers and students on speaking anxiety in an EFL classroom. Journal of Language and Cultural Education, 4(3), 46-70.
  • Alawiyah, T. (2018). Speaking self-efficacy and EFL student teachers’ speaking achievement. Edukasi: Jurnal Pendidikan dan Pengajaran, 5(1), 87-96.
  • Alrasheedi, S. (2020). Investigation of factors influencing speaking performance of Saudi EFL learners. Arab World English Journal, 11(4), 66-77.
  • Alrayah, H. (2018). The effectiveness of cooperative learning activities in enhancing EFL learners' fluency. English Language Teaching, 11(4), 21-31.
  • Altın, M. (2018). Kuantum öğrenme modelinin ortaokul öğrencilerinin yabancı dilde konuşma becerisi, konuşma kaygısı ve öz-yeterliği üzerindeki etkisi [Yayımlanmamış doktora tezi]. Adnan Menderes Üniversitesi.
  • Al Zoubi, S. M. (2018). The impact of exposure to English language on language acquisition. Journal of Applied Linguistics and Language Research, 5(4), 151-162.
  • Amanlikov, D. ve Çakır, A. (2015). The benefits of the subtitled films in teaching English [Unpublished master's thesis]. Necmettin Erbakan University.
  • Amiri, M. and Ghonsooly, B. (2015). The Relationship between English Learning Anxiety and the Students' Achievement on Examinations. Journal of Language Teaching and Research, 6(4), 855-865.
  • Aslan, O. (2009). The role of gender and language learning strategies in learning English [Unpublished master's thesis]. Middle East Technical University.
  • Aydemir, O. (2011). A study on the changes in the foreign language anxiety levels experienced by the students of the preparatory school at Gazi University during an academic year [Unpublished master's thesis]. Gazi University.
  • Aydın, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes [Unpublished doctoral thesis]. Anadolu University.
  • Aydın, M. (2019). İngilizce öğretiminde NLP temelli uygulamaların öğrencilerin yabancı dil konuşma kaygısına etkisi [Unpublished master's thesis]. Erciyes Üniversitesi.
  • Balemir, S. H. (2009). The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety [Unpublished doctoral thesis]. Bilkent University.
  • Becirovic, S. (2017). The Relationship between Gender, Motivation and Achievement in Learning English as a Foreign Language. European Journal of Contemporary Education, 6(2), 210-220.
  • Bozok, D. (2018). Investigating speaking anxiety of university EFL students: The case of instructors and students [Unpublished master's thesis]. Çanakkale Onsekiz Mart University.
  • Budin, M. (2014). Investigating the relationship between English language anxiety and the achievement of school based oral English test among Malaysian Form Four students. International Journal of Learning, Teaching and Educational Research, 2(1), 67-79.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi Yayıncılık.
  • Chou, M. H. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial English‐medium instruction contexts. Tesol Quarterly, 52(3), 611-633.
  • Creswell, J. W. (2008). Educational research planning, conducting and evaluating quantitative and qualitative research. International Pearson Merril Prentice Hall.
  • Dewaele, J. M. ve Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12-22.
  • Elaldi, S. (2016). Foreign language anxiety of students studying English language and literature: A sample from Turkey. Educational Research and Reviews, 11(6), 219-228.
  • Elsharkawy, N. (2019). An investigation into the factors that lead to speaking anxiety among EFL learners. International Journal of Media Culture and Literature, 5(1), 27-44.
  • Gardner, R. C. ve MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language learning, 43(2), 157-194.
  • Hasan, D. C. ve Fatimah, S. (2014). Foreign language anxiety in relation to gender equity in foreign language learning. In Zhang H., Chan P.W.K. and Boyle C. (Eds.), Equality in Education (pp. 183-193). Sense Publishers.
  • Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Jing, Y. ve Zhang, J. (2019). The influence of short-term overseas internship on English learners' self-efficacy and intercultural communication apprehension. English Language Teaching, 12(9), 6-12.
  • Johnson, B. ve Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd ed.). Allyn ve Bacon.
  • Johnson, R. ve Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Karasar, N. (2014). Bilimsel araştırma yöntemi. Nobel Yayın.
  • Karataş, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırmaları Dergisi, 1(1), 62-80.
  • Kozikoğlu, İ. ve Kanat, F. (2018). Lise öğrencilerinin İngilizce dersine katılım durumlarının İngilizce dersine yönelik tutum ve İngilizce konuşma kaygısına göre yordanması. Kastamonu Eğitim Dergisi, 26(5), 1643-1652.
  • Leeming, P. (2017). A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 1-18.
  • Leong, L. M. ve Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34-41.
  • Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316. McCroskey, J. C. (1977). Oral communication apprehension: A summary of recent theory and research. Human Communication Research, 4(1), 78-96.
  • Miles, M. B. ve Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. SAGE Publications.
  • Özer, Ö. ve Akçayoğlu, D. İ. (2020). Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary EFL learners. Participatory Educational Research, 8(2), 357-372.
  • Özkan, C. (2019). The relationship between students' success and their level of foreign language anxiety and the primary sources of foreign language speaking anxiety [Unpublished master's thesis]. Çağ University.
  • Öztürk, G. ve Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Dil ve Dilbilimi Çalışmaları Dergisi, 10(1), 1-17.
  • Punch, K. F. (2014). Sosyal araştırmalara giriş: Nicel ve nitel yaklaşımlar (3. baskı). (Çev. D. Bayrak, HB Arslan, Z. Akyüz, Z. Etöz). Siyasal Kitabevi.
  • Riasati, M. J. (2012). EFL learners’ perception of factors influencing willingness to speak English in language classrooms: A qualitative study. World Applied Sciences Journal, 17(10), 1287-1297.
  • Sadighi, F. ve Dastpak, M. (2017). The sources of foreign language speaking anxiety of Iranian English language learners. International Journal of Education and Literacy Studies, 5(4), 111-115.
  • Saidi, A. ved Al-Mahrooqi, R. (2012). The influence of gender on Omani college students’ English language learning strategies, comprehension and motivation. International Journal of Applied Linguistics and English Literature, 1 (4), 230-244.
  • Saltan, F. (2003). EFL Speaking Anxiety: How do students and teachers perceive it? [Unpublished master's thesis]. Middle East Technical University.
  • Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33(5), 512-520.
  • Spielberger, C. D. (1983). Manual for the state-strait anxiety inventory (STAI-Form). Consulting Psychologists Press.
  • Stephens, C. (2012). Film circles: Scaffolding speaking for EFL students. English Teaching Forum, 50 (2), 14-20 Subaşı, G. (2010). What are the main sources of Turkish EFL students’ anxiety in oral practice. Turkish Online Journal of Qualitative Inquiry, 1(2), 29-49.
  • Tien, C. Y. (2018). English speaking anxiety in EFL university classrooms in Taiwan. European Journal of English Language Teaching, 4(2), 22.
  • Tsiplakides, I. ve Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.
  • Topçu, E. ve Başbay, M. (2020). The impact of collaborative activities on EFL learners' speaking anxiety levels and attitudes. Çukurova University Faculty of Education Journal, 49(2), 1184-1210.
  • Tuma, A. ve Maser, J. D. (1985). Anxiety and the anxiety disorders. In A three-day conference on anxiety and anxiety disorders held in New York, September 1982, Lawrence Erlbaum Associates, Inc.
  • Vural, H. (2017). The relationship of personality traits with English speaking anxiety and English speaking self-efficiacy [Unpublished doctoral thesis]. Gazi University.
  • Wilson, J. T. S. (2006). Anxiety in learning english as a foreign language: Its associations with student variables, with overall proficiency, and with performance on an oral test [Unpublished doctoral thesis]. Universidad de Granada.
  • Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.
  • Yule, G. (2016). The study of language. Cambridge University Press.
  • Zambak, A. (2016). Factors affecting foreign language speaking anxiety levels of 8th grade students at public secondary schools [Unpublished master's thesis]. Çağ University.
Year 2023, Volume: 3 Issue: 1, 1 - 22, 30.06.2023
https://doi.org/10.58667/sedder.1274744

Abstract

References

  • Akkakoson, S. (2016). Reflections from teachers and students on speaking anxiety in an EFL classroom. Journal of Language and Cultural Education, 4(3), 46-70.
  • Alawiyah, T. (2018). Speaking self-efficacy and EFL student teachers’ speaking achievement. Edukasi: Jurnal Pendidikan dan Pengajaran, 5(1), 87-96.
  • Alrasheedi, S. (2020). Investigation of factors influencing speaking performance of Saudi EFL learners. Arab World English Journal, 11(4), 66-77.
  • Alrayah, H. (2018). The effectiveness of cooperative learning activities in enhancing EFL learners' fluency. English Language Teaching, 11(4), 21-31.
  • Altın, M. (2018). Kuantum öğrenme modelinin ortaokul öğrencilerinin yabancı dilde konuşma becerisi, konuşma kaygısı ve öz-yeterliği üzerindeki etkisi [Yayımlanmamış doktora tezi]. Adnan Menderes Üniversitesi.
  • Al Zoubi, S. M. (2018). The impact of exposure to English language on language acquisition. Journal of Applied Linguistics and Language Research, 5(4), 151-162.
  • Amanlikov, D. ve Çakır, A. (2015). The benefits of the subtitled films in teaching English [Unpublished master's thesis]. Necmettin Erbakan University.
  • Amiri, M. and Ghonsooly, B. (2015). The Relationship between English Learning Anxiety and the Students' Achievement on Examinations. Journal of Language Teaching and Research, 6(4), 855-865.
  • Aslan, O. (2009). The role of gender and language learning strategies in learning English [Unpublished master's thesis]. Middle East Technical University.
  • Aydemir, O. (2011). A study on the changes in the foreign language anxiety levels experienced by the students of the preparatory school at Gazi University during an academic year [Unpublished master's thesis]. Gazi University.
  • Aydın, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes [Unpublished doctoral thesis]. Anadolu University.
  • Aydın, M. (2019). İngilizce öğretiminde NLP temelli uygulamaların öğrencilerin yabancı dil konuşma kaygısına etkisi [Unpublished master's thesis]. Erciyes Üniversitesi.
  • Balemir, S. H. (2009). The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety [Unpublished doctoral thesis]. Bilkent University.
  • Becirovic, S. (2017). The Relationship between Gender, Motivation and Achievement in Learning English as a Foreign Language. European Journal of Contemporary Education, 6(2), 210-220.
  • Bozok, D. (2018). Investigating speaking anxiety of university EFL students: The case of instructors and students [Unpublished master's thesis]. Çanakkale Onsekiz Mart University.
  • Budin, M. (2014). Investigating the relationship between English language anxiety and the achievement of school based oral English test among Malaysian Form Four students. International Journal of Learning, Teaching and Educational Research, 2(1), 67-79.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi Yayıncılık.
  • Chou, M. H. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial English‐medium instruction contexts. Tesol Quarterly, 52(3), 611-633.
  • Creswell, J. W. (2008). Educational research planning, conducting and evaluating quantitative and qualitative research. International Pearson Merril Prentice Hall.
  • Dewaele, J. M. ve Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12-22.
  • Elaldi, S. (2016). Foreign language anxiety of students studying English language and literature: A sample from Turkey. Educational Research and Reviews, 11(6), 219-228.
  • Elsharkawy, N. (2019). An investigation into the factors that lead to speaking anxiety among EFL learners. International Journal of Media Culture and Literature, 5(1), 27-44.
  • Gardner, R. C. ve MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language learning, 43(2), 157-194.
  • Hasan, D. C. ve Fatimah, S. (2014). Foreign language anxiety in relation to gender equity in foreign language learning. In Zhang H., Chan P.W.K. and Boyle C. (Eds.), Equality in Education (pp. 183-193). Sense Publishers.
  • Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Jing, Y. ve Zhang, J. (2019). The influence of short-term overseas internship on English learners' self-efficacy and intercultural communication apprehension. English Language Teaching, 12(9), 6-12.
  • Johnson, B. ve Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd ed.). Allyn ve Bacon.
  • Johnson, R. ve Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Karasar, N. (2014). Bilimsel araştırma yöntemi. Nobel Yayın.
  • Karataş, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırmaları Dergisi, 1(1), 62-80.
  • Kozikoğlu, İ. ve Kanat, F. (2018). Lise öğrencilerinin İngilizce dersine katılım durumlarının İngilizce dersine yönelik tutum ve İngilizce konuşma kaygısına göre yordanması. Kastamonu Eğitim Dergisi, 26(5), 1643-1652.
  • Leeming, P. (2017). A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 1-18.
  • Leong, L. M. ve Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34-41.
  • Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316. McCroskey, J. C. (1977). Oral communication apprehension: A summary of recent theory and research. Human Communication Research, 4(1), 78-96.
  • Miles, M. B. ve Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. SAGE Publications.
  • Özer, Ö. ve Akçayoğlu, D. İ. (2020). Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary EFL learners. Participatory Educational Research, 8(2), 357-372.
  • Özkan, C. (2019). The relationship between students' success and their level of foreign language anxiety and the primary sources of foreign language speaking anxiety [Unpublished master's thesis]. Çağ University.
  • Öztürk, G. ve Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Dil ve Dilbilimi Çalışmaları Dergisi, 10(1), 1-17.
  • Punch, K. F. (2014). Sosyal araştırmalara giriş: Nicel ve nitel yaklaşımlar (3. baskı). (Çev. D. Bayrak, HB Arslan, Z. Akyüz, Z. Etöz). Siyasal Kitabevi.
  • Riasati, M. J. (2012). EFL learners’ perception of factors influencing willingness to speak English in language classrooms: A qualitative study. World Applied Sciences Journal, 17(10), 1287-1297.
  • Sadighi, F. ve Dastpak, M. (2017). The sources of foreign language speaking anxiety of Iranian English language learners. International Journal of Education and Literacy Studies, 5(4), 111-115.
  • Saidi, A. ved Al-Mahrooqi, R. (2012). The influence of gender on Omani college students’ English language learning strategies, comprehension and motivation. International Journal of Applied Linguistics and English Literature, 1 (4), 230-244.
  • Saltan, F. (2003). EFL Speaking Anxiety: How do students and teachers perceive it? [Unpublished master's thesis]. Middle East Technical University.
  • Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33(5), 512-520.
  • Spielberger, C. D. (1983). Manual for the state-strait anxiety inventory (STAI-Form). Consulting Psychologists Press.
  • Stephens, C. (2012). Film circles: Scaffolding speaking for EFL students. English Teaching Forum, 50 (2), 14-20 Subaşı, G. (2010). What are the main sources of Turkish EFL students’ anxiety in oral practice. Turkish Online Journal of Qualitative Inquiry, 1(2), 29-49.
  • Tien, C. Y. (2018). English speaking anxiety in EFL university classrooms in Taiwan. European Journal of English Language Teaching, 4(2), 22.
  • Tsiplakides, I. ve Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.
  • Topçu, E. ve Başbay, M. (2020). The impact of collaborative activities on EFL learners' speaking anxiety levels and attitudes. Çukurova University Faculty of Education Journal, 49(2), 1184-1210.
  • Tuma, A. ve Maser, J. D. (1985). Anxiety and the anxiety disorders. In A three-day conference on anxiety and anxiety disorders held in New York, September 1982, Lawrence Erlbaum Associates, Inc.
  • Vural, H. (2017). The relationship of personality traits with English speaking anxiety and English speaking self-efficiacy [Unpublished doctoral thesis]. Gazi University.
  • Wilson, J. T. S. (2006). Anxiety in learning english as a foreign language: Its associations with student variables, with overall proficiency, and with performance on an oral test [Unpublished doctoral thesis]. Universidad de Granada.
  • Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.
  • Yule, G. (2016). The study of language. Cambridge University Press.
  • Zambak, A. (2016). Factors affecting foreign language speaking anxiety levels of 8th grade students at public secondary schools [Unpublished master's thesis]. Çağ University.
There are 58 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Articles
Authors

Nurullah Özcanlı 0000-0003-2279-1408

İshak Kozikoğlu 0000-0003-3772-4179

Early Pub Date June 26, 2023
Publication Date June 30, 2023
Published in Issue Year 2023 Volume: 3 Issue: 1

Cite

APA Özcanlı, N., & Kozikoğlu, İ. (2023). Ortaokul Öğrencilerinin İngilizce Konuşma Kaygısı: Öğrenci ve Öğretmen Görüşleri. Siirt Eğitim Dergisi, 3(1), 1-22. https://doi.org/10.58667/sedder.1274744