Motivation sources affecting the English speaking skills of 9th grade students of Anadolu high schools

In this study, it is aimed to develop a valid and reliable scale to measure the motivational sources affecting the english speaking skills of Anatolian high school 9th grade students and to examine the scores obtained from this scale in terms of different variables. Litereture was scanned when creating scale items. Expert opinions were used for the created item pool. After the necessary corrections were made in line with the expert opinions, the 50-point scale was applied to the sample group. The application group of the research consists of 9th grade students who are studying at Anatolian high schools in Menteşe district of Muğla province in the 2020-2021 academic year. Data from 272 students were used in the study. After the application, validity and reliability analyses of the scale were performed. SPSS 22 and AMOS program were used in the analysis of the data. In order to determine the construct validity of the scale, exploratory factor analysis and confirmatory factor analysis were performed. As a result of the analysis, a scale consisting of 35 items and six factors was developed. The Kaiser-Meyer-Olkin value was calculated and found to be .87 in order to see if the sample size was sufficent. As a result of the reliability study of the scale, Cronbach alpha internal consistency reliability coefficient was calculated as 0.71. In the findings obtained from the study, there was no significant difference in learning attitude, learning environment, awareness, satisfaction, conformity, expectation sub-dimensions and scale in gender variable. There was no significant difference in learning attitude, learning environment, awareness, conformity, expectation sub-dimensions and scale total in the parental education level. There was no significant difference in learning attitude , learning environment , awareness, conformity, expectation sub-dimensions and scale total in the parental profession variable. There was no significant difference in learning attitude, awareness, conformity, expectation sub-dimensions and scale total in the perceived teacher attitude of the English course. There was no significant difference in learning environment, satisfaction, conformity, expectation sub-dimensions and scale total in the English course success variable. There was no significant difference in learning attitude, learning environment, awareness, appropriateness, expectation sub-dimensions and the entire scale of the English learning motivation factors variable. There was no significant difference in the attitude, awareness, satisfaction, conformity, expectation sub-dimensions and scale total of the reasons for wanting to learn English. In the data obtained from their findings, the perceived teacher attitude of the English lesson showed a significant difference between the learning environment in its lower dimension and the democratic option, and it was in democratic favor, the meaningful difference between the reckless and authoritarian option was seen and it was in favor of the authoritarian. The sub-dimension of satisfaction has seen the significant difference between democratic and sometimes authoritarian, sometimes democratic, and sometimes authoritarian, sometimes democratic. In the English course success variable, the difference between inadequate and low in the success status variable was seen in the lower dimension and was in favor of inadequate, the difference between low and very good in the lower dimension of mindfulness was seen and it was in favor of low. The reasons of learning English have seen a significant difference between career and personal development in the lower dimension of the variable learning environment and are in favor of career.