Senior students’ self-effıcacy beliefs about using ESP in their prospective careers

Download
index.pdf
2011
Baloğlu, Ezgi
Show full item record
123
views
63
downloads
Self-efficacy refers to people’s judgments of their own abilities about a specific situation. The present study examined self-efficacy beliefs of senior students about using ESP (English for Specific Purposes) in their prospective careers. For this purpose, a new scale was developed by the researcher. The predictive power of certain variables (gender, English course grade, watching English language films, reading English language books, listening to English language songs) was investigated through multiple regression analysis. The study was conducted at a private university in Ankara and 303 senior students participated in the study. Exploratory factor analysis (EFA) was performed to determine the factor(s) in the questionnaire. EFA provided evidence for two factor solution and they were named as Academic Reading-Writing Skill (ARWS) and Academic Communication Skill (ACS). Cronbach’s alpha coefficients of both ARWS and ACS scales were .97 for each which was a satisfactory result. The results of multiple regression analysis showed that the model of the combination of variables which were gender, reading English language books, watching English language films, listening to English language songs and English grade significantly predicted both ARWS and ACS scores of the participants. The variables which were reading English language books, watching English language films and English course grade significantly predicted both ARWS and ACS scores of the participants. Listening to English language songs predicted ACS scores but not ARWS scores. However, gender predicted neither of them.
English language, English language
http://etd.lib.metu.edu.tr/upload/12613852/index.pdf
https://hdl.handle.net/11511/20782
Graduate School of Social Sciences, Thesis

Suggestions

Processing of English idioms with body part components by native speakers of Turkish learning English with intermediate level of proficiency
Abdramanova, Saule; Hatipoğlu, Çiler; Department of English Language Teaching (2012)
The thesis examines the comprehension of English idioms with body part components by Turkish learners, i.e., the strategies they use when guessing the meaning of idioms. Fifteen English idioms are taken from the British National Corpus and are selected to meet the criteria of the width of range and the frequency of usage; also idioms with a bigger amount of representation, as well as idioms having and not having Turkish analogues and equivalents are included. The research is mainly based on the assumptions ...
A comparative analysis on the use of but, however and although in the university students’ argumentative essays: a corpus-based study on Turkish learners of English and American native speakers
Özhan, Didem; Zeyrek Bozşahin, Deniz; Department of English Language Teaching (2012)
Discourse connectives signal discourse coherence by making discourse relations explicit and by playing a role in the organization and structure of information in discourse. Therefore, their use in L2 writing is an important field of study that is likely to have implications for discourse competence both at the sentence-level discourse and at the level of larger discourse structure. The aim of the present study is to account for the use of three contrastive discourse connectives, but, however and although at...
The Relationship between students' preference for written feedback and improvement in writing : is the preferred one the best one?
Kağıtcı, Burçin; Hatipoğlu, Çiler; Department of English Literature (2013)
This study aimed to investigate a) which type of written feedback (direct feedback or use of error codes) university prep-school EFL students with elementary level of proficiency prefer to receive on their written texts, b) whether or not the (mis)match between students’ preferences and received feedback affect their level of improvement in writing, and c) to what extent the students’ previous writing experience affect their preference for the type of written feedback. In order to determine the students’ pr...
Student and instructor perceptions on feedback to student writing
Vanlı, Gökçe; Seferoğlu, Gölge; Department of English Language Teaching (2012)
Giving written feedback to students’ essays has gained importance by the emergence of the process approach to teaching writing. In the literature, many studies have been conducted to when and how to provide teacher feedback to students’ writing. In contrast, there have been very few studies on the teacher and students’ perceptions of teacher feedback. The aim of the present study is to investigate the EFL students’ expectations of, preferences for and handling of teacher feedback and to investigate the inst...
Self-assessment of students' speaking skills
Başak, Helin; Sağın Şimşek, Sultan Çiğdem; Department of English Language Teaching (2019)
This study has the main aim to examine whether there is a significant difference between students’ self-assessment of their speaking skills and teachers’ assessment of students’ speaking skills. In addition, the study also aims to determine whether students and teachers assess different components of speaking skill such as grammar, vocabulary, pronunciation, and fluency significantly different from each other or not. Finally, the study aims to investigate whether students’ self-assessment show differences i...
Citation Formats
E. Baloğlu, “Senior students’ self-effıcacy beliefs about using ESP in their prospective careers,” M.S. - Master of Science, Middle East Technical University, 2011.
METU IIS - Integrated Information Service open@metu.edu.tr