Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Self-regulation strategies that Eenglish language learners in a Turkish state university use to increase their proficiency and self-efficacy
Download
index.pdf
Date
2017
Author
Tomak, Burak
Metadata
Show full item record
Item Usage Stats
384
views
144
downloads
Cite This
With the new trends in language teaching, more responsibility has been given to the language learners who are in charge of their own learning. Thus, they are now supposed to keep track of their language development and do their best to increase their language proficiency and self-efficacy. Especially learners who start their language learning from A1 level and who must reach to B2 level within a limited time just like the ones here in this study are expected to make use of the language learning strategies to increase the efficiency of their language learning and to improve themselves within a limited amount of time. This study aims at determining the self-regulation strategies that students who started their language learning process from A1 level in the School of Foreign Languages in one of the Turkish state universities in Istanbul had used and their effects on the self-efficacy and linguistic proficiency within an academic year that took eight months. For the purpose of this study, the researcher distributed a questionnaire with which the researcher reached 169 students. After the analysis of the questionnaire results with SPPS, the researcher made stratification among the participants and 10 participants were chosen. These participants were taken to think aloud protocols and interviews both almost at the end of the first (fall) semester and nearly at the end of the second (spring) semester. After the semester break, student diaries were also collected. For triangulation purposes, instructors that had taught this group were also included in the study and they were interviewed at the end of the academic year as well. According to the results, the higher average group used strategies in accordance with their own needs and the deficiencies of the language, which led them to change the strategies accordingly in the second term whereas the average group participants used the same strategies as the ones in the first term. Higher average group mostly used “cognitive” strategies whereas the participants in the below average group and the average group preferred “memory” strategies.
Subject Keywords
English language
,
English language
,
Learning, Psychology of.
URI
http://etd.lib.metu.edu.tr/upload/12620911/index.pdf
https://hdl.handle.net/11511/26391
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
Facilitating english as a foreign language learners’ vocabulary learning, task completion and contextual vocabulary exploration processes in a mobile supported situated learning environment
Uz Bilgin, Çiğdem; Tokel, Saniye Tuğba; Yalçın, Şenöm Tuğba; Department of Computer Education and Instructional Technology (2016)
The aim of this study was to investigate how vocabulary learning, task completion, and contextual vocabulary exploration processes of English as a Foreign Language (EFL) learners can be facilitated in a mobile supported situated learning environment. METU Science and Technology Museum which is a large, open space populated with interactive science exhibits was chosen as an authentic learning environment. Mobile system which includes instructions of the experiments and also provides dictionary and visual def...
Pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning
Aygül, Serap Özge; Savaş, Perihan; Department of English Language Teaching (2019)
The current study investigated the pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning. In the study, using mixed methods research design, quantitative data were collected through a questionnaire, applied to 142 volunteer participants, and qualitative data were collected through semi-structured interviews conducted with 10 volunteer students. Quantitative data were analyzed by using descriptive statistics and qualitative data were analyzed by employing constant c...
EFL instructors’ cognitions and actions in relation to foreign language learning and teaching processes
Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2014)
The purpose of this study is to investigate EFL instructors’ language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners; and language teaching actions with respect to pedagogical inclinations, instructional planning, error correction, learner-centeredness, and personal and professional development. The study also aims to describe the patterns of the relationships existing among those variables and examine the sources contributing to teachers’ cogn...
Gender representations in ELT coursebooks : a comparative study
YIlmaz, Elvan; Enginarlar, Hüsnü; Department of English Language Teaching (2012)
In all educational institutions ELT coursebooks are used as a guide to teach the language. However, the role of a coursebook as an agent of socialization and its effect on the development of gender roles is usually underestimated. Gender biased coursebooks might affect the learners in a negative way in the process of gender socialization. Most coursebook writers revise the first editions of the coursebooks in order to modernize them and to meet the needs of the learners in a changing world. The aim of this ...
Self-reports of preschool foreign language teachers on early childhood foreign language teaching and related challenges
Bezcioğlu Göktolga, İrem; Olgan, Refika; Department of Early Childhood Education (2013)
This study aimed to investigate the views of preschool foreign language teachers on the purpose of foreign language instruction in preschool years, their self-reported practices, challenges and addressing challenges in planning, implementing and assessing children’s foreign language learning. Twenty participants, 11 of whom took a related course on teaching foreign language to very young learners in undergraduate degree and nine of whom did not, were interviewed using an interview protocol designed and pilo...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
B. Tomak, “Self-regulation strategies that Eenglish language learners in a Turkish state university use to increase their proficiency and self-efficacy,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.