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Öz-düzenleme Stratejileri Öğretiminin Öğrencilerin İngilizce Başarılarına ve Tutumlarına Etkisi

Year 2014, Volume: 2 Issue: 3, 32 - 52, 13.10.2014

Aslıhan Kuyumcu Vardar , Zeki Arsal

https://doi.org/10.16916/aded.05845
Cited By: 10

Abstract

Bu çalışmada öz-düzenleme stratejilerine göre düzenlenen İngilizce dersinin öğrencilerin başarılarına ve tutumlarına etkisi incelenmiştir. Araştırmada deneysel yöntemin öntest-sontest kontrol gruplu deseni kullanılmıştır. Öğrencilerin İngilizce dersindeki başarıları ve İngilizce dersine yönelik tutumları araştırmanın bağımlı değişkenlerini oluşturmaktadır. Bu bağımlı değişkenler üzerindeki etkisi araştırılan bağımsız değişken ise araştırmacı tarafından öz-düzenleme stratejileri temel alınarak hazırlanan etkinliklerdir. Uygulama, 2008–2009 öğretim yılı, bahar yarıyılında,  Düzce Üniversitesi, Teknik Eğitim Fakültesi Mobilya ve Dekorasyon (23) ve Elektrik Eğitimi (24)  bölümlerinin 1. Sınıf öğrencileri ile yürütülmüştür.  Çalışmada, üç veri toplama aracı kullanılmıştır. Bu araçlar “İngilizce Hazırbulunuşluk Testi, İngilizce Başarı Testi ve İngilizce Tutum Ölçeği”dir. Öz-düzenleme stratejilerine göre düzenlenmiş ve sekiz hafta süren İngilizce dersi sonunda şu bulgulara ulaşılmıştır: Uygulama sonrasında İngilizce öğretiminde öz-düzenleme stratejileri kullanımına bağlı olarak öğrenci başarısının anlamlı düzeyde yüksek olduğu görülmüştür. Buna karşılık deney ve kontrol grupları arasında İngilizceye yönelik tutum puanlarında anlamlı bir farklılık bulunmamıştır.

Keywords

Öz-Düzenleme Stratejileri İngilizce Öğretimi İngilizce Akademik Başarı Tutum

References

  • Arends, R. I. (1997). Classroom instruction and management. New York: The McGraw-Hill Companies, Inc.
  • Arsal, Z. (2010). The effects of diaries on self-regulation strategies of preservice science teachers. International Journal of Environmental & Science Education, 5(1), 85-103.
  • Baharom S. (2003). Describing pre-university students’ learning strategies using the rasch Model Proceeding of NZARE AARE Conference Educational Research, Risks, & Dilemmas (29 November – 3 December, Auckland), New Zealand.
  • Büyüköztürk, Ş., Çakmak, E.K, Akgün, Ö.E, Karadeniz, Ş. ve Demirel, F. (2010). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş (1998). Kovaryans analizi: varyans analizi ile karşılaştırmalı bir inceleme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 31 (1)(91-105).
  • Camahalan F. M. G. (2006). Effects of self-regulated learning on mathematics achievement of selected Southeast Asian Children. Journal of Instructional Psychology, 33(3), 194-205.
  • Chen, C.S. (2002). Self-regulated learning strategies and achievement in an introduction to information systems course, Information Technology, Learning, and Performance Journal, Vol. 20, No. 1, Spring.
  • Cheng, E. C. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1-16.
  • Chuan, W. (2004). Self-regulated learning strategies and self-efficacy beliefs of children learning english as a second language. The Ohio State University, Unpublished Doctoral Thesis, Columbus, Ohio.
  • Çubukçu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1), 1-11.
  • Dörnyei, Z. (2005). The Psychology of the Language Learner. Individual Differences in Second Language Acquisition. UK: Psychology Pres, Taylor and Francis Group.
  • Drmrod, J.E. 1990). Human learning. Macmillan P. Company. New York.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34 (10), 906-911.
  • Hacker, D. J., Dunlosky, J., Graesser, A. C. ( ed. ) (1998). Metacognition in Eductional Theory and Practice. Mahwah, NJ. Lawrence Erlbaum Associates, Publishers.
  • Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners. In D. Schunk & B. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 57- 85). New York: The Guilford Press.
  • Jing, L. (2010). A study on language learning strategies among the instructed EFL learners. US-China Foreign Language, 8(3), 36–39.
  • Kaptan, S. (1995). Bilimsel araştırma ve istatistik teknikleri. Ankara: Bilim Kitapları
  • Leaver, B. L., Ehrman, M. E., & Shekhtman, B. (2005). Achieving success in. second language acquisition. Cambridge: Cambridge University Pres.
  • Lens, W. And Vansteenkiste, M. (2007). Motivation and self-regulated learning: theory, research, and applications. In B. J. Zimmerman & D. H. Schunk (eds.), Motivation and Self-Regulated Learning: Theory, Research, and Applications (pp. 141-168). Mahwah, NJ: Erlbaum.
  • Macaro, E. (2001). Learning strategies in foreign and second language classrooms. London and New York: Continuum.
  • Mandacı Şahin, S. (2010). Sınıf öğretmeni adaylarının matematik öğretimi derslerindeki akademik başarıları ile öz düzenleme becerileri arasındaki ilişki. 9. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumunda sunulan bildiri (20 -22 Mayıs,, Elazığ, ss. 256-260)
  • Pajares, F. (2007). Motivational role of self-efficacy beliefs in self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Motivation and self-regulated learning: theory, research, and applications (pp. 111-139). Mahwah, NJ: Erlbaum.
  • Pintrich, P. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
  • Pintrich P., Smith D., Garcia T., McKeachie W. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire. Technical Report 91-B-004. The Regents of The University of Michigan
  • Pintrich, P.R, Smith, D.A.F., Garcia, T. ve McKeachie, W.J. (1991). Self-regulated learning strategies. (http://jan.ucc.nau.edu, 20.08.2011 tarihinde erişildi).
  • Pintrich, P. R. (1995). Understanding self-regulated learning. In Menges R. J.& Svinicki, M. D. (eds.), New directions for teaching and learning (Vol. 63, pp. 3-12). San Francisco: Jossey-Bass.
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. Journal of Educational Research, 31, 459-470.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M., Boekaerts, & P. R., Pintrich. (eds.) Handbook of self-regulation (pp.451-502). San Diego: Academic Press.
  • Pintrich, R. R. (2000). The role of goal orientation in self-regulated learning. In Boekaerts, M., Pintrich, P. R., ve Zeidner, M. (ds.), Handbook of Self- regulation, (pp. 451-501), San Diego, CA: Academic Press.
  • Rosenshine, B.V. (1997). The case for explicit, teacher-led, cognitive strategy instruction, Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. March 24-28.
  • Sarıbaş, D. (2009). Öz-düzenlemeye dayalı öğrenme stratejilerini geliştirmeye yönelik laboratuar ortamının kavramsal anlama, bilimsel işlem becerisi ve kimyaya karşı tutum üzerindeki etkisinin incelenmesi. Yayımlanmamış Doktora Tezi, İstanbul: Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Schloemer, P., & Brenan, K. (2006). From students to learners: Developing self-regulated learning. Journal of Education for Business, 82(2), 81-87.
  • Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York: Guilford Publications.
  • Selçuk, E. (1997). İngilizce dersine karşı tutum ile bu dersteki akademik başarı arasındaki ilişki. Yayımlanmamış Yüksek Lisans Tezi, Bolu: Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü.
  • Şahin, H. Ve Uyar, M. (2013). Öğrenme Stratejileri Kullanımının Akademik Başarıya Yansımaları, Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt 13, Sayı , s.164-177
  • Tekbıyık, A., Camadan, F. ve Gülay A. (2013). Fen ve teknoloji dersinde akademik başarının yordayıcısı olarak öz düzenleyici öğrenme stratejileri, Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic Volume 8/3, Winter 2013, p. 567-582.
  • Tok, Ş. (2008). Not tutma ve bil-iste-öğren (biö) stratejilerinin tutum ve akademik başarıya etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 34, 244-253.
  • Tseng, W, Dörnyei, Z and Schmitt, N. (2006). A new approach to assessing strategic learning: the case of self-regulation in vocabulary acquisition. Applied Linguistics, 27 (1), 78-102.
  • Turingan, J.P., Yang Y-C. (2009). A cross-cultural comparison of self-regulated learning skills between korean and filipino college students, Asian Social Science, 5(12), 3-10.
  • Weinstein, C.E., & Mayer, R.E. (1986). The teaching of learning strategies. In M.Wittrock (ed.), Handbook of research on teaching. New York, NY: Macmillan.
  • Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In Zimmerman, B.J. & Schunk, D.H. (eds.), Self-regulated learning and academic achievement: theoretical perspectives (pp. 1-65) Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • Zimmerman, B. &Schunk, D.H. (2007). Motivation, an essential dimension of self regulated learning. In D. H. Schunk & B. Zimmerman (eds.), Motivation and self-regulated learning: theory, research, and applications (pp. 1-30) Mahwah, NJ: Erlbaum.

The Effect of Self-Regulated Learning Strategies Instruction On Students’ English Achievement and Attitude

Year 2014, Volume: 2 Issue: 3, 32 - 52, 13.10.2014

Aslıhan Kuyumcu Vardar , Zeki Arsal

https://doi.org/10.16916/aded.05845
Cited By: 10

Abstract

This study aims to investigate the effects of English instruction including self-regulated learning strategies on students’ English achievement and attitude towards lesson. Pre-test-post-test control group design of experimental method was used in the study. The dependent variables consist of English achievement and attitude towards English. The independent variable of which effects on dependent variables investigated is the English instruction prepared by the researcher based on self-regulated learning. The instruction included the first classes of Furniture and Decoration (23) and Electrical Education (24) departments of Düzce University, Faculty of Technical Education, in 2008–2009 Academic year. Three data collection instruments were used in the study. These were; the Achievement Test, Readiness Test which were prepared by the researcher and English Attitude Scale. The following findings were obtained after eight weeks of English instruction which was integrated with self-regulated learning strategies: English achievement of the sample group increased significantly depending on the instruction integrated with self-regulated learning strategies. No significant difference was found in the points of English Attitude Scale between control and sample groups.

Keywords

Self-regulated learning strategies English instruction English Achievement Attitude

References

  • Arends, R. I. (1997). Classroom instruction and management. New York: The McGraw-Hill Companies, Inc.
  • Arsal, Z. (2010). The effects of diaries on self-regulation strategies of preservice science teachers. International Journal of Environmental & Science Education, 5(1), 85-103.
  • Baharom S. (2003). Describing pre-university students’ learning strategies using the rasch Model Proceeding of NZARE AARE Conference Educational Research, Risks, & Dilemmas (29 November – 3 December, Auckland), New Zealand.
  • Büyüköztürk, Ş., Çakmak, E.K, Akgün, Ö.E, Karadeniz, Ş. ve Demirel, F. (2010). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş (1998). Kovaryans analizi: varyans analizi ile karşılaştırmalı bir inceleme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 31 (1)(91-105).
  • Camahalan F. M. G. (2006). Effects of self-regulated learning on mathematics achievement of selected Southeast Asian Children. Journal of Instructional Psychology, 33(3), 194-205.
  • Chen, C.S. (2002). Self-regulated learning strategies and achievement in an introduction to information systems course, Information Technology, Learning, and Performance Journal, Vol. 20, No. 1, Spring.
  • Cheng, E. C. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1-16.
  • Chuan, W. (2004). Self-regulated learning strategies and self-efficacy beliefs of children learning english as a second language. The Ohio State University, Unpublished Doctoral Thesis, Columbus, Ohio.
  • Çubukçu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1), 1-11.
  • Dörnyei, Z. (2005). The Psychology of the Language Learner. Individual Differences in Second Language Acquisition. UK: Psychology Pres, Taylor and Francis Group.
  • Drmrod, J.E. 1990). Human learning. Macmillan P. Company. New York.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34 (10), 906-911.
  • Hacker, D. J., Dunlosky, J., Graesser, A. C. ( ed. ) (1998). Metacognition in Eductional Theory and Practice. Mahwah, NJ. Lawrence Erlbaum Associates, Publishers.
  • Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners. In D. Schunk & B. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 57- 85). New York: The Guilford Press.
  • Jing, L. (2010). A study on language learning strategies among the instructed EFL learners. US-China Foreign Language, 8(3), 36–39.
  • Kaptan, S. (1995). Bilimsel araştırma ve istatistik teknikleri. Ankara: Bilim Kitapları
  • Leaver, B. L., Ehrman, M. E., & Shekhtman, B. (2005). Achieving success in. second language acquisition. Cambridge: Cambridge University Pres.
  • Lens, W. And Vansteenkiste, M. (2007). Motivation and self-regulated learning: theory, research, and applications. In B. J. Zimmerman & D. H. Schunk (eds.), Motivation and Self-Regulated Learning: Theory, Research, and Applications (pp. 141-168). Mahwah, NJ: Erlbaum.
  • Macaro, E. (2001). Learning strategies in foreign and second language classrooms. London and New York: Continuum.
  • Mandacı Şahin, S. (2010). Sınıf öğretmeni adaylarının matematik öğretimi derslerindeki akademik başarıları ile öz düzenleme becerileri arasındaki ilişki. 9. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumunda sunulan bildiri (20 -22 Mayıs,, Elazığ, ss. 256-260)
  • Pajares, F. (2007). Motivational role of self-efficacy beliefs in self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Motivation and self-regulated learning: theory, research, and applications (pp. 111-139). Mahwah, NJ: Erlbaum.
  • Pintrich, P. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
  • Pintrich P., Smith D., Garcia T., McKeachie W. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire. Technical Report 91-B-004. The Regents of The University of Michigan
  • Pintrich, P.R, Smith, D.A.F., Garcia, T. ve McKeachie, W.J. (1991). Self-regulated learning strategies. (http://jan.ucc.nau.edu, 20.08.2011 tarihinde erişildi).
  • Pintrich, P. R. (1995). Understanding self-regulated learning. In Menges R. J.& Svinicki, M. D. (eds.), New directions for teaching and learning (Vol. 63, pp. 3-12). San Francisco: Jossey-Bass.
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. Journal of Educational Research, 31, 459-470.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M., Boekaerts, & P. R., Pintrich. (eds.) Handbook of self-regulation (pp.451-502). San Diego: Academic Press.
  • Pintrich, R. R. (2000). The role of goal orientation in self-regulated learning. In Boekaerts, M., Pintrich, P. R., ve Zeidner, M. (ds.), Handbook of Self- regulation, (pp. 451-501), San Diego, CA: Academic Press.
  • Rosenshine, B.V. (1997). The case for explicit, teacher-led, cognitive strategy instruction, Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. March 24-28.
  • Sarıbaş, D. (2009). Öz-düzenlemeye dayalı öğrenme stratejilerini geliştirmeye yönelik laboratuar ortamının kavramsal anlama, bilimsel işlem becerisi ve kimyaya karşı tutum üzerindeki etkisinin incelenmesi. Yayımlanmamış Doktora Tezi, İstanbul: Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Schloemer, P., & Brenan, K. (2006). From students to learners: Developing self-regulated learning. Journal of Education for Business, 82(2), 81-87.
  • Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York: Guilford Publications.
  • Selçuk, E. (1997). İngilizce dersine karşı tutum ile bu dersteki akademik başarı arasındaki ilişki. Yayımlanmamış Yüksek Lisans Tezi, Bolu: Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü.
  • Şahin, H. Ve Uyar, M. (2013). Öğrenme Stratejileri Kullanımının Akademik Başarıya Yansımaları, Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt 13, Sayı , s.164-177
  • Tekbıyık, A., Camadan, F. ve Gülay A. (2013). Fen ve teknoloji dersinde akademik başarının yordayıcısı olarak öz düzenleyici öğrenme stratejileri, Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic Volume 8/3, Winter 2013, p. 567-582.
  • Tok, Ş. (2008). Not tutma ve bil-iste-öğren (biö) stratejilerinin tutum ve akademik başarıya etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 34, 244-253.
  • Tseng, W, Dörnyei, Z and Schmitt, N. (2006). A new approach to assessing strategic learning: the case of self-regulation in vocabulary acquisition. Applied Linguistics, 27 (1), 78-102.
  • Turingan, J.P., Yang Y-C. (2009). A cross-cultural comparison of self-regulated learning skills between korean and filipino college students, Asian Social Science, 5(12), 3-10.
  • Weinstein, C.E., & Mayer, R.E. (1986). The teaching of learning strategies. In M.Wittrock (ed.), Handbook of research on teaching. New York, NY: Macmillan.
  • Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In Zimmerman, B.J. & Schunk, D.H. (eds.), Self-regulated learning and academic achievement: theoretical perspectives (pp. 1-65) Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • Zimmerman, B. &Schunk, D.H. (2007). Motivation, an essential dimension of self regulated learning. In D. H. Schunk & B. Zimmerman (eds.), Motivation and self-regulated learning: theory, research, and applications (pp. 1-30) Mahwah, NJ: Erlbaum.
There are 42 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Aslıhan Kuyumcu Vardar

Zeki Arsal

Publication Date October 13, 2014
Published in Issue Year 2014 Volume: 2 Issue: 3

Cite

APA Kuyumcu Vardar, A., & Arsal, Z. (2014). Öz-düzenleme Stratejileri Öğretiminin Öğrencilerin İngilizce Başarılarına ve Tutumlarına Etkisi. Ana Dili Eğitimi Dergisi, 2(3), 32-52. https://doi.org/10.16916/aded.05845

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