Dil kaygısı
56 theses under this subject heading
A new strategy to develop EFL learners' speaking skills and to increase willingness to communicate: Translanguaging pedagogy
In the Turkish context, speaking has received the least attention throughout the language learning process. Although Turkish students receive an English as a foreign education for several years, most students still think they cannot speak English fluently or competently. Thus, this study investigated the effect of translanguaging strategy on EFL preparatory students' willingness to communicate and oral fluency. The study was carried out with 76 participants in a private university in Konya. It had a quasi-experimental and mixed-method research design which both qualitative and quantitative methods were implemented. For the students in experimental group, translanguaging as a teaching strategy was applied for four weeks, while traditional teaching methods was conducted for the students in control group. In the intervention phase, the groups had two hours of speaking classes, and task-based activities, presentations, and discussion techniques were used for the students in experimental groups. A modified version of the likert-type willingness to communicate questionnaire, adapted by Mystkowska-Wiertelak and Pawlak (2016), were employed before and after the intervention for both groups. In the data analysis process, whether there was a significant difference between the experimental group and control group and within the groups after the treatment process was checked. For the qualitative part, a semi-structured interview was applied for nine students who were chosen purposefully in the experimental group to find out the effect of translanguaging as a teaching strategy on students' oral fluency. The data were analyzed with the SPSS program and content analysis method. The findings of the pre and post-test showed that there was a significant difference between the students' willingness to communicate in the experimental group and the control group after the intervention. The qualitative data gathered through content analysis revealed that most of the students in experimental group found translanguaging as a teaching strategy rather effective for their speaking fluency since it reduced anxiety, increased motivation and participation during speaking classes. It was stated by the interviewees that through the translanguaging strategy they did not have pauses while speaking and it was also very beneficial for expressing cultural and idiomatic expressions. Keywords: Willingness to communicate, Speaking fluency, EFL learners, Anxiety, Participation, Motivation
Ortaokul öğrencilerinin bilişüstü farkındalıkları ile yabancı dil öğrenme kaygıları arasındaki ilişkinin incelenmesi
Bu araştırmanın amacı 8. sınıf öğrencilerinin bilişüstü farkındalıkları ve yabancı dil öğrenme kaygıları arasındaki ilişkiyi incelemektir. Ayrıca ortaokul öğrencilerinin bilişüstü farkındalıkları ve yabancı dil öğrenme kaygıları cinsiyet, okul statüsü, anne ve babanın öğrenim düzeyi, İngilizce dersine çalışma süreleri ve akademik başarı değişkenlerine göre ele alınmıştır. Nicel araştırma yöntemlerinden olan ilişkisel tarama modeline uygun tasarlanmıştır. Araştırma, 2020-2021 eğitim öğretim yılında Aydın ilinin Kuşadası ilçesindeki öğrenim görmekte olan 538 ortaokul öğrencisinin katılımıyla gerçekleştirilmiştir. Veri toplama aracı olarak "Kişisel Bilgi Formu", "Bilişüstü Farkındalık Ölçeği" ve "Yabancı Dil Öğrenme Kaygısı Ölçeği" kullanılmıştır. Araştırmanın verilerin çözümlenmesinde betimsel istatistikler, ikili ve çoklu karşılaştırma istatistikleri ve çoklu regresyon analizi teknikleri kullanılmıştır. Araştırmanın sonuçlarına göre öğrencilerin bilişüstü farkındalıkları yüksek düzeydedir. Öğrencilerin bilişüstü farkındalıkları okulun statüsüne ve anne ve babanın öğrenim durumuna göre anlamlı farklılık göstermezken cinsiyet, ders çalışma süresi ve akademik başarı değişkenlerine göre anlamlı farklılaşmaktadır. Öğrencilerin yabancı dil öğrenme kaygısı orta düzeydedir. Öğrencilerin yabancı dil öğrenme kaygılarının cinsiyet, okul statüsü, anne ve babanın öğrenim durumu, ders çalışma süresi ve akademik başarı değişkenlerine göre anlamlı düzeyde farklılaşma gösterdiği saptanmıştır. Araştırmada bilişüstü farkındalık ve yabancı dil öğrenme kaygısı arasında düşük düzeyde negatif yönde anlamlı ilişki bulunmuştur. Bilişüstü farkındalığın bilişin bilgisi boyutunun yabancı dil öğrenme kaygısını hem genel olarak hem de alt boyutlar bazında düşük düzeyde yordadığı belirlenmiştir. Anahtar kelimeler: bilişüstü farkındalık, yabancı dil öğrenme kaygısı, ortaokul öğrencileri
An investigation into the roles of language anxiety and reading anxiety in Iraqi efl reading classes
This study was conducted among 90 EFL learners in the English Department at Salahaddin University in Erbil, Iraq. It examines the relationship between learners' language anxiety and reading anxiety as well as the impact of gender on both of these constructs. It also investigated the relationship between language anxiety and reading comprehension as well as reading anxiety and reading comprehension separately. To achieve these aims, three data collection instruments were employed: a Foreign Language Classroom Anxiety Scale designed by Horwitz (1986), a Foreign Language Reading Anxiety Scale designed by Saito (1999), and a Reading Comprehension Performance Test .For data analysis, a Pearson Product-Moment Correlation, t-Test, and one-way ANOVA were utilized. The results of participants' Foreign Language Classroom Anxiety Scale and Foreign Language Reading Anxiety Scale indicate a positive relationship between language anxiety and reading anxiety (r (88) = .652, p ≤ 01, n = 90). In terms of gender, females and males exhibited same levels of language anxiety (M=2.86; SD=.46 and M=2.86; SD=.45, respectively), yet no significant difference was found to exist between the reading anxiety of the two groups. Finally, no statistically significant difference was determined to exist between reading comprehension and either language anxiety or reading anxiety. Students with higher levels of language anxiety scored lower on the Reading Comprehension Performance Test, while those with lower levels of language anxiety scored higher. Keywords: Language Anxiety, Reading Anxiety, Iraqi EFL Learners.
An investigation into foreign language anxiety in English-medium higher education: The case of a Turkish private university
The main purpose of this study to investigate the relationship between Foreign Language Anxiety (FLA) and English-medium Instruction (EMI). In this regard, the study aimed to reveal FLA levels of students at an EMI university, the sources of their FLA and whether there were statistically significant differences in FLA levels of first, second and third year students. A mixed method concurrent triangulation research method was conducted with 190 students from different undergraduate levels and different departments. Quantitative data of the study was collected through a 5-point Likert Scale, which was adapted from Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz and Cope (1986), and the data was analyzed with SPSS (Version 23.0). On the other hand, a semi-structured interview form that was prepared in accordance with the sub-dimensions of the questionnaire, was used to collect qualitative data of the study. The qualitative data was analyzed via content analysis method. The results of the study revealed a moderate negative relationship between EMI and FLA. Also, a statistically significant difference was found on FLA levels of students according to undergraduate levels. Another finding of the study revealed that students had positive opinions and feelings toward EMI. Although the students are in favor of EMI, they indicated some suggestions to develop the concept of EMI lectures. These suggestions indicate the integration of a short summary of the content in Turkish and some modifications in English Preparatory Programs at universities in order to prepare students for EMI. Keywords: English-medium instruction, Foreign Language Anxiety, Higher education.
Ortaokul öğrencilerinin yabancı dil öğrenimine yönelik kaygı, öz-yeterlik ve başarı durumlarının incelenmesi
Toplumlar arasında iletişimin kurulması ve devam ettirilmesi için ortak bir dile ihtiyaç duyulmaktadır. Bu bağlamda; yabancı dil öğrenimine duyulan ihtiyaç, günden güne artmaktadır. Bugün dünyada var olan diller arasında yer alan İngilizce, yaygın olarak kullanılmakta ve evrensel bir dil olarak kabul görmektedir. Fakat yabancı dil öğrenmede bireyin öğrenilen dilde etkili bir şekilde iletişim kuramaması ve dinlediğini anlayamaması gibi sıkıntılar yaşanmaktadır. Yabancı dil öğrenme sürecinde yaşanan bu problemler arasında düşük öz-yeterlik ve yüksek kaygı önemli bir yer tutmaktadır. Bu çalışmada öğrencilerin yabancı dil öğrenme kaygısı, akademik öz-yeterlik algıları ve akademik başarıları arasındaki ilişkiyi ortaya çıkarmak amaçlanmıştır. Bu araştırmada ilişkisel tarama deseni kullanılmıştır. Bu araştırmanın çalışma grubu uygun örneklem yoluyla belirlenmiştir. Araştırmanın çalışma grubu Kırşehir il merkezinde yer alan dört okul ve 22 farklı sınıfta öğretim gören ve rastgele olarak seçilmiş 300'ü erkek, 300'ü kız olmak üzere toplam 600 sekizinci sınıf öğrencisinden oluşturulmuştur. Araştırmada Horwitz, Horwitz ve Cope (1986) tarafından geliştirilen Yabancı Dil Sınıf Kaygısı Ölçeği ve Yanar ve Bümen (2012) tarafından geliştirilen Yabancı Dil Öğrenme Öz Yeterlik Ölçeği ve araştırmacı tarafından hazırlanan kişisel bilgi formu kullanılmıştır. Öğrencilerin 2019/2020 eğitim- öğretim yılına ait ilk dönem yabancı dil başarı karne notları, gerekli izinlerin alınmasının ardından e-okul sisteminden okul idaresi aracılığıyla temin edilmiştir. Araştırma verilerinin analizi için betimsel istatistik, çıkarımsal istatistik ve korelasyon analizlerinden yararlanılmıştır. Araştırmanın sonuçlarına göre, katılımcıların Yabancı dil öz-yeterlik puan ortalama t testi analiz sonuçlarına göre kız ve erkek puan ortalamaları arasında fark istatistiksel olarak kızlar lehine anlamlıdır. Buna göre kız öğrencilerin Yabancı dil öz-yeterlik puanları erkeklerden daha yüksektir. Fakat öğrencilerin yabancı dil kaygı puan ortalama t testi analiz sonuçlarına göre kız ve erkek puan ortalamaları arasında istatistiksel olarak farklılık bulunmamaktadır. Buna karşılık, yabancı dil öz-yeterlilik puan ortalaması ve yabancı dil kaygı durum puan ortalaması [ r=–.37, p<.0005] arasında orta düzeyde, pozitif yönlü ve yabancı dil öz-yeterlilik puan ortalaması ve akademik başarı puan ortalaması[ r=–.49, p<.0005] arasında da orta düzeyde pozitif yönlü anlamlı bir ilişki bulunmuştur.
Yabancı dil kaygı düzeyi üzerinde birer yordayıcı olarak ortaokul öğrencilerinin ders memnuniyeti, motivasyonları ve tutumlarının incelenmesi
Bu araştırmanın amacı ortaokul öğrencilerinin yabancı dil kaygı düzeyi üzerinde birer yordayıcı olarak ortaokul öğrencilerinin ders memnuniyeti, motivasyonları ve tutumlarının ilişkisini incelemektir. Araştırma, nicel araştırma desenlerinden ilişkisel tarama modeli ile yapılmıştır. İlişkisel tarama yöntemindeki bu çalışma Kırşehir ilinde bulunan ortaokullarda tabakalı örnekleme yöntemi ile 450 ortaokul öğrencisinden elde edilmiştir. Araştırmada veriler "Kişisel Bilgiler Formu", "Yabancı Dil Kaygı", "Yabancı Dil Derslerinde Memnuniyet" ve "Yabancı Dil Derslerinde Motivasyon ve Tutum" ölçekleri ile elde edilmiştir. Verilerin analizinde normallik varsayımları kontrol edilmiş ve parametrik testler işe koşulmuştur. Elde edilen sonuçlar, öğrencilerin orta düzeyde yabancı dil kaygısı yaşadıklarını göstermektedir. En yüksek kaygı düzeyi olumsuz değerlendirme kaygısında oluşurken, yabancı dil memnuniyetlerinde en yüksek ortalama öğretim kadrosunda oluşmuştur. Bunun yanında öğrenciler yabancı dil dersini öğrenmeye yönelik motivasyonları ve tutumları yüksek düzeydedir. Cinsiyet, ebeveyn eğitim düzeyi, özel ders/dershaneye gitme durumuna göre kaygı, memnuniyet, tutum ve motivasyon anlamlı düzeyde değişmemektedir. Buna karşın ebeveyn eğitim düzeyi öğrencilerin iletişim kaygısı üzerinde olumlu bir değişkendir. Bunun yanında öğrencilerin yabancı dil kaygıları üzerinde akademik başarı, tutum ve öğretim kadrosu memnuniyeti anmalı bir yordayıcıdır. Öğrencilerin tutum ve akademik başarıları artıkça kaygıları da artarken, öğretim kadrosu memnuniyeti öğrencilerin kaygılarını azaltan bir etken olduğu saptanmıştır. Tüm bu sonuçlar doğrultusunda öneriler oluşturulmuştur.
The effect of reflective journal writing on EFL students' self-efficacy and foreign language learning anxiety
The aim of this study is to measure the effect of reflective journal writing on students' self-efficacy and foreign language learning anxiety. For this purpose, 39 students studying at English preparatory school were recruited for this experimental study. English as a Foreign Language Self-Efficacy Questionnaire (EFL-SEQ) and Foreign Language Classroom Anxiety Scale (FLCAS) were used to collect the quantitative data both for the pre-test and for the post-test. The experimental group of students participated in an 8-week reflective journal writing process. After the post-test, it was checked whether there was a statistical difference with the pre-test. At the same time, the reflective diaries of the students were content analyzed, and the factors affecting students' language learning anxiety and foreign language self-efficacy perceptions were examined. As a result of this experimental study, it was found that reflective journal writing does not have a statistically significant effect on students' self-efficacy and in-class foreign language learning anxiety. In addition, as a result of descriptive statistical analysis, it was revealed that test anxiety, the change of the instructor and the educational environment caused more foreign language anxiety than other factors, and the assessment of the student's own learning processes, past success and failures were the biggest factors affecting their self-efficacy beliefs. Implications based on the obtained findings are presented. Keywords: self-efficacy, foreign language classroom anxiety, reflective journal
Lise öğrencilerinin bilişüstü farkındalık düzeyleri, yabancı dil öğrenme inançları, yabancı dil öğrenme kaygıları arasındaki ilişkiler
Bu araştırma, Düzce il merkezinde bulunan Anadolu liselerinde öğrenim gören öğrencilerin bilişüstü farkındalık düzeylerini, yabancı dil öğrenme inançlarını, yabancı dil öğrenme kaygılarını ve bunlar arasındaki ilişkiyi tespit etmek amacıyla yapılmıştır. Bu amaçla açıklayıcı ilişkisel tarama modelindeki bu çalışmaya Düzce il merkezinde yer alan Anadolu Liselerinde öğrenim görmekte olan, tüm sınıf düzeylerinde toplam 788 öğrenci katılmıştır. Çalışmaya katılan öğrencilere Kişisel Bilgi Formu, Bilişötesi Farkındalık Ölçeği Dil Öğrenme İnançları Ölçeği ve Yabancı Dil Öğrenme Kaygı Ölçeği uygulanmıştır. Araştırma sonucunda elde edilen bulgulara göre öğrencilerin bilişüstü farkındalık düzeylerinin yüksek olduğu görülmüştür. Cinsiyet değişkeni açısından bakıldığında öğrencilerin bilişüstü farkındalık düzeyleri, yabancı dil öğrenme inançları ve yabancı dil kaygı düzeyleri anlamlı bir fark göstermemiştir. Sınıf düzeyi değişkeni açısından bakıldığında ise sınıf seviyesi arttıkça bilişüstü farkındalıkları ve yabancı dil öğrenme kaygı düzeyleri artarken yabancı dil öğrenme inançları ile sınıf düzeyi arasında anlamlı bir fark görülmemektedir. Bilişüstü farkındalık düzeyleri ile yabancı dil öğrenme inançları arasında pozitif yönlü orta düzey bir ilişki varken öğrencilerin bilişüstü farkındalık düzeyleri ile yabancı dil öğrenme kaygıları arasında pozitif yönlü düşük bir ilişki vardır. Son olarak ise öğrencilerin yabancı dil öğrenme inançları ile bilişüstü farkındalık düzeyleri ve yabancı dil öğrenme kaygıları arasında pozitif yönlü çok düşük düzeyde bir ilişki tespit edilmiştir.
The relationship between university students' self-efficacy beliefs and foreign language classroom anxiety
This study is designed as quantitative research to examine the relationship among English self-efficacy beliefs, foreign language classroom anxiety, and academic achievements of preparatory school students. It also includes the analysis of relationship between participants' achievement scores and some part of their demographic characteristics. One hundred and sixty-three preparatory department students from a university in Mersin participated in the investigation. English Self- Efficacy Questionnaire and the Foreign Language Classroom Anxiety Scale (FLCAS) are used as instruments. Proficiency scores are taken from the achievements exams, which are conducted at the end of the academic term. Collected data is analysed and evaluated with the Statistical Package for the Social Sciences (SPSS). According to findings, there is meaningful relationship between receptive and productive skills of self-efficacy and academic achievement scores and negative relation among the anxiety related to foreign language classroom and achievement scores. The findings demonstrated negative relationship among productive and receptive skills of self-efficacy and foreign language classroom anxiety. Also, female group indicates higher academic achievement than male group. In addition, the present study indicates no significant relationship between participants' English learning background and their foreign language anxiety and academic scores.
The relationship between emotional intelligence and foreign language anxiety among efl preparatory school students
The main aim of this quantitative study is to explore the relationship between foreign language anxiety levels and emotional intelligence levels of 158 A1 level Çağ University preparatory students learning English as a foreign language in Turkey. In addition, level of EI and FLA , the level of FLA and EI in relation to gender and level of success, relationships between the 15 facets and 4 factors of trait EI and FLA, the effect of the emotional intelligence level on the foreign language anxiety level were examined. Students' level of success was determined by the first term exam scores. The participants were asked to complete the ''Foreign Language Classroom Anxiety Scale" and the ''Trait Emotional Intelligence Questionnaire". Foreign language anxiety level was determined via Foreign Language Classroom Anxiety Scale (FLCAS). The emotional intelligence level of the students was measured by using Trait Emotional Intelligence Questionnaire (TEIQue), and the data was analyzed by using the Statistical Package for Social Sciences (SPSS). Data analysis and statistical calculations demonstrated that the relationship between the FLA and EQ is statistically significant and there is a weak negative correlation between two. Moreover, the relationship between students' 15 facets and 4 trait factors of EI were also found negatively correlated with FLA. The students at Çağ University were found moderately anxious. The emotional intelligence level of the EFL students was found to be approximately % 25 above average level. FLA was found at a moderate. The results indicated that students' language anxiety levels do not differ according to gender. However, level of success was an important factor in students' foreign languge anxiety. Whereas an important difference in terms of the level of success was not found, the difference was found to be significant in terms of male and female students. Accordingly, the results showed that students who are female have higher emotional intelligence level than male students.
The relationship between students' success and their level of foreign language anxiety and the primary sources of foreign language speaking anxiety
This thesis aims to examine the relationship between students' success in English and their foreign language anxiety level. For this purpose, 147 first year students in Mersin University were chosen as the participants. At the same time, the relationship between students' genders, departments and their foreign language anxiety level were investigated. The other purpose of this study is to investigate the primary sources of the foreign language anxiety in general and foreign language speaking anxiety in particular from students' perspective. In order to find out the sources, five students were chosen randomly among the 147 participants and they contributed the study with their own opinions and perspectives. For this study data were collected by implementing a questionnaire and applying interview questions to the participants. Moreover, the data collected from participants were analyzed considering variables such as gender and department. At the result chapter, the analysis were defined and discussed in order to be a source and a different perspective for the further researches. The findings of the study presented that students' genders and departments were not anxiety-provoking factors. There was a significant relationship between students' success and anxiety levels. The more success level increased, the less anxiety level decreased. The moderate negative correlation was found between them. Finally, the primary sources of foreign language speaking anxiety were found as fear of making mistake, lack of vocabulary, and teachers' manner as a result of this study.
Relationship between ambiguity tolerance and learners' gender, anxiety levels and language learning strategies choice
Ambiguities inherently exist in any language and foreign language learners encounter innumerable ambiguous situations while learning a language. Ambiguity tolerance is considered as an important personality trait which can influence foreign language learning. Taking into account this phenomenon, this study was performed to investigate the relationship between ambiguity tolerance and learners' gender, anxiety levels and choices of language learning strategies. The study was conducted with 202 vocational college students who studied in aviation related programs. The data of the study which was carried out in a foundation university located in Nevşehir, Turkey, was collected utilizing three surveys and a demographic questionnaire. The results of the study were obtained with descriptive and correlational analysis methods. The findings revealed that the learners' ambiguity tolerance is at a moderate level; male learners are more tolerant of ambiguities in the foreign language than female learners; ambiguity tolerance has a very low correlation with learners' anxiety levels; learners' choices of language learning strategies have no association with their ambiguity tolerance. The findings of this study are discussed within the compass of relevant studies existing in the literature.
An exploratory study on turkish high school students' anxiety for speaking English
English speaking anxiety has been a problem among English learners throughout the history of second language learning. Moreover, this problem was divided into different groups and examined on each different area. Those groups included gender, grade, internal and external factors, and motivation categories to impact the students' speaking anxiety. Several studies were conducted to observe the factors and reasons that cause anxiety on L2 learners. These studies have included different results and factors affecting the students' speaking anxiety through the use of different data collection tools. Researchers attempted to examine the significant findings of the specific focus groups. In this study, it was aimed to reveal the importance of considering the level of high school students' English speaking anxiety with its underlying reasons. To conduct the study, high school learners were taken into account to examine. 9th, 10th and 11th grades selected from Elazig Doga Anatolian High School in Elazig were included in the study as the study group. In order to fulfill the aim of the study, students were observed in terms of gender and grade. Totally, 97 high school students from 9th, 10th and 11th grades of Elazig Doga Anatolian High School were taken in a survey study including 16 items regarding English Speaking anxiety. The scale used for the purpose of this study was developed by Orakçı in 2018. Beside the survey, an English Speaking exam was applied on the learners, and it was aimed to find out the relationship between the learners' English Speaking anxiety levels and their achievements. In this study, students' genders were placed into groups and associated with their anxiety level, and no significant difference was observed in the results of English Speaking Anxiety Scale. Additionally, students' grades and perceptions about speaking English anxiety were compared through the same scale. Thus, it was found out that 10th grade students had different reasons for English Speaking anxiety compared to 9th and 11th grade students. On the other hand, it was found out that the relationship between learners' English Speaking anxiety and their exam scores was negatively significant.
The relationship between emotional intelligence and foreign language anxiety of Turkish EFL learners
This study aimed to investigate the relationship between emotional intelligence and foreign language anxiety of Turkish EFL learners and whether these concepts have a connection with the EFL learners' academic success. The data was gathered from 139 EFL learners at Çağ University Preparatory School via two questionnaires which measure the learners' emotional intelligence and foreign language anxiety levels. In line with the research questions, descriptive and inferential statistics were computed to analyze the collected data. The results showed that EFL learners had moderate levels of foreign language anxiety and emotional intelligence. On the other hand, the findings presented that EFL learners' emotional intelligence did not connect with their academic success. However, the results indicated that EFL learners' foreign language anxiety has an association with their academic achievement. The results of the study revealed that there were significant connections between emotional intelligence and foreign language anxiety of the learners. Furthermore, the results presented that the skill and sub-skills of emotional intelligence played an important role on the EFL learner's foreign language anxiety level.
A mixed approach towards efl teachers' teaching anxiety
This study aims to search in-service, non-native and high school EFL teachers' teaching anxiety. In addition, this study also aims to investigate whether demographic variables such as gender, experience, the school type that they are working, and the department type that graduated from have an impact on their teaching anxiety or not. Finally, this study aims to unearth teaching anxiety sources of EFL teachers. Two phased questionnaire was administered on EFL teachers who work in Diyarbakır, Yenişehir. In this study, Foreign Language Teaching Anxiety Scale (FLTAS) produced by İpek (2006) was administered as data collection. This study was administered in Diyarbakır, Yenişehir in 2019-2020 education year. Data obtained by 151 participants was analysed by using The Statistical Package for Social Sciences software program (SPSS). Descriptive statics were administered to determine the teaching anxiety level of the teachers. Independent samples t-test was employed to detect the effect of gender, experience, the school types that they are working, department that they graduated on their teaching anxiety. Results showed that EFL teachers experience teaching anxiety moderately. According to results, while gender does not have any effect on their teaching anxiety, experience, school type that they are working, and department that they graduated from have an impact on their teaching anxiety. To gather qualitative data, structured interview questions were conducted on 20 participants. After conducting interview questions, six sources came out that affect their teaching anxiety. These sources are using native language, teaching a particular language skill, making mistakes, teaching students at a particular level, learners' attitudes, and misuse of the technology.
An investigation into the roles of anxiety and uncertainty in language classes
It is obviously seen that positive and negative emotions play a significant role on learners' language learning process. Adverse feelings as widely known have negative effects on many areas in our world and it might be said to be the same for language learning. Among all of the emotions on language learning, anxiety and uncertainty, which exist in any language, are encountered innumerable anxious and uncertain situations while learning a language by foreign language learners. Anxiety and uncertainty are considered important and they influence foreign language learning. Taking into account this phenomenon, this study was performed to investigate uncertainty and anxiety experiences of the learners and the relationship between these two constructs in the language classroom. This study was conducted among 122 secondary school language learners at Tarsus SEV Middle School in Tarsus, Turkey. It examined the relationship between learners' language anxiety and uncertainty in the language learning environment. To achieve these aims, mixed method was used as a research method. Within this framework, quantitative and qualitative data collection techniques were used. Two data collection instruments and open-ended questions were employed: Foreign Language Classroom Anxiety Scale designed by Horwitz (1986) and Uncertainty Questionnaire by Dağtaş (2018). The results of the study were obtained with descriptive and correlational analysis methods. The results of the study revealed that the learners' anxiety and uncertainty are at a moderate level. There was a significant relationship between students' anxiety and uncertainty levels. Therefore, the more anxiety increased, the more uncertainty level increased and vice versa. Additionally, according to the data gathered from the open-ended questions, students mentioned that there were some causes and effects of foreign language anxiety and uncertainty on the language learning process. They also indicated that the relationship between these feelings is undeniable in some ways. The findings of this study are discussed within the compass of relevant studies existing in the literature. Keywords: Foreign Language Anxiety, Uncertainty, Uncertainty Experiences, Appraisals of Uncertainty, Uncertainty Management
The relationship between foreign language anxiety and decision-making strategies among university students
There are growing numbers of English learners today and students must keep up with 21st century skills as well. Having good decision-making skills plays a significant role while learning English. Learners should know how to use English in creative ways so that they can find the means to communicate all of these different types of people in the world. However, Foreign Language Anxiety is still a distracting component in language learning. Thus, there is a need to indicate the connection between foreign language anxiety and decision making. The main aim of the study is to determine the relationship between foreign language anxiety and decision-making strategies of the students in relation to gender, high-school background, and the exposure to English. The study adopted a survey-based research method. First, a demographic inventory was provided to participants to collect certain personal details for research questions. Then, two scales, Foreign Language Anxiety and Decision-making Scale were conducted to students respectively. The quantitative data was examined via SPSS. The results presented that FLA and Decision-making varies in terms of gender, language background, high school background and exposure to English levels separately. Furthermore, for students' FLA and Decision-making strategies, a considerable negative difference was found. Key Words: Foreign language anxiety, decision-making strategies, preparatory class students, tertiary level
The relationship between mindfulness and foreign language anxiety at a University context
Language learning has become a must in today's world due to various reasons. Thus, foreign language learning has become one of the most widely studied topics in social sciences. When considered about foreign language learning, one of the most frequently studied term is foreign language anxiety (FLA). As it is seen as an inhibitor to language learning process, researchers aim to find alternative solutions in order to reduce the harmful effect of FLA. Recently, a term called mindfulness has started to be studied in educational contexts in addition to medical and psychological contexts. Most of the studies revealed that mindfulness help individuals manage anxiety and stress effectively. In accordance with a similar purpose, mindfulness and foreign language anxiety were investigated together in this study. The purpose of this study is to investigate the relationship between mindfulness and foreign language anxiety with 157 students at a state university in central Anatolia. The data was collected by means of Mindful Attention Awareness Scale (MAAS), Foreign Language Classroom Anxiety Scale (FLCAS) and semi-structured interviews. During the analysis, descriptive statistics, independent two samples t-tests, one-way ANOVA and Pearson correlation were utilized in order to analyse the quantitative data while content analysis was made to comprehend participants' responses to the interview questions. As a result of descriptive statistics, the participants were found to have a moderate level of FLA and mindfulness. Qualitative findings also demonstrated that the participants were moderately anxious. However, the level of mindfulness was found higher according to qualitative findings. As for the relationship between mindfulness and FLA, mindfulness was observed to affect the level of FLA among university students.
Investigating students' self-efficacy perceptions towards English in relation to anxiety and attitude at a university context in Turkey
The aim of the study is to investigate university students' self-efficacy perceptions towards English in relation to attitude and anxiety at a state University context in Turkey. The population of this study, which was conducted in the quantitative research model, is composed of 341 freshman university students studying a state university in the east of Turkey. The sample is composed of students determined according to the convenience sampling method. "Attitude Scale towards English", "English Anxiety Scale", "English Self-Efficacy Scale" were used as data collection tools in the study. The Independent Samples t-test was calculated for comparing two groups, One-Way ANOVA for comparing more than two groups, Simple correlation analysis was used to determine the relationship between students' self-efficacy perceptions, attitudes and anxieties towards English. The results indicate that students have a moderate and positive relationship between the perception of English self-efficacy and attitudes towards English, In addition, It was determined that students have a moderate negative relationship between English self-efficacy perception and English anxiety. There are statistically significant differences between students' gender and education levels and their attitude towards English, anxiety and self-efficacy perceptions.
Bilinçli farkındalık ve yabancı dil öğrenme kaygısı arasındaki ilişkide duygu düzenlemenin ve yaratıcı problem çözmenin aracı rolü
Bu araştırmanın amacı ortaokul öğrencilerinin bilinçli farkındalık düzeyleri, duygu düzenleme stratejileri, yaratıcı problem çözme özellikleri ve yabancı dil öğrenme kaygısı arasındaki ilişkileri incelemektir. Mevcut araştırmada bilinçli farkındalık ile yabancı dil öğrenme kaygısı arasındaki ilişkide duygu düzenleme stratejilerinin ve yaratıcı problem çözme özelliklerinin aracı etkileri incelenmiştir. Bu araştırma kapsamında Türkiye'deki ortaokul öğrencileri için uyarlanan Çocuklar için Bilinçli Farkındalık Ölçeği'nin yeterli düzeyde geçerlik ve güvenirlik kanıtlarına sahip olduğu bulunmuştur. İlişkisel araştırma deseni ile tasarlanan bu araştırmanın ana örneklemini 1886 ortaokul öğrenci oluşturmuştur. Yordayıcı değişkenlerin yabancı dil öğrenme kaygısı üzerindeki doğrudan ve dolaylı etkileri yapısal eşitlik modeli ile kestirilmiştir. Korelasyon analizi sonuçları bilinçli farkındalığın, yaratıcı problem çözme özelliklerinin ve bilişsel yeniden değerlendirmenin yabancı dil öğrenme kaygısı ile negatif ilişkili olduğunu göstermiştir. Bilinçli farkındalığın yaratıcı problem çözme özellikleri ve bilişsel yeniden değerlendirme ile pozitif ilişkili olduğu bulunmuştur. Genel olarak ilişkilerin güçleri düşük-orta düzeyde bulunmuştur. Yapısal eşitlik modeli analizi sonuçlarına göre, bilinçli farkındalığın yabancı dil öğrenme kaygısı alt boyutları üzerindeki doğrudan etkileri negatif yönde bulunmuştur. Yaratıcı problem çözme özelliklerinin birçoğunun bilinçli farkındalık ile yabancı dil öğrenme kaygısı arasındaki ilişkilerde kısmi aracı etkileri bulunmuştur. Bilinçli farkındalığın iletişim kaygısı ve olumsuz değerlendirilme korkusu üzerindeki etkilerinde duygu düzenleme stratejilerinin aracı etkisi bulunmamıştır. Duygu düzenleme stratejilerinden yalnızca bilişsel yeniden değerlendirme stratejisinin bilinçli farkındalığın sınav kaygısına etkisi üzerinde kısmi aracılık ettiği gözlenmiştir. Yabancı dil öğrenme kaygısını azaltmak için eğitim ortamlarında bilinçli farkındalık uygulamalarının kullanımının yaygınlaştırılması ve öğrencilere yaratıcı problem çözme becerileri ile etkili duygu düzenleme stratejileri kazandırılması önerilmiştir. ANAHTAR KELİMELER: Bilinçli Farkındalık, Yabancı Dil Öğrenme Kaygısı, Duygu Düzenleme, Yaratıcı Problem Çözme, Ortaokul Öğrencileri.
The utilization of debate instruction using a learning management system to understand the effects on Turkish EFL learners' L2 speaking anxiety
Speaking has been regarded by many students as the most difficult skill to master yet it is essential for communication and learning a foreign language. Because they cannot prepare their speech beforehand, especially in real-life situations, most language learners are afraid of making mistakes when speaking a foreign language. Although numerous research has attempted to utilize different methods to lower the degree of L2 speaking anxiety, there still has been a heavy emphasis on helping students get past this problem. The researcher of the current study chose debate instruction as one of the efficient methods that can aid students in communicating effectively and encourage them to talk confidently as debating gives students the opportunity to participate in a variety of cognitive and linguistic skills. Therefore, the aim of this study is to understand the effects of debate instruction on Turkish EFL students regarding their speaking anxiety, speaking performance and willingness to communicate. The study has been conducted at a foreign language school of a foundation university in Turkey. 189 students and 5 instructors participated in the study. As for the quantitative part of the study, the Turkish version of Foreign Language Speaking Anxiety questionnaire (T-FLSAQ) has been implemented to students as a pretest and posttest. Additionally, a survey regarding learners' perceptions on the learning management system has been given to students. In order to create the descriptive statistics of the survey results, quantitative data have been analyzed by IBM SPSS Statistics 22.0. Qualitative data, on the other hand, have been analyzed by descriptive content analysis. Results of the study show that there is a statistically significant difference between the foreign language speaking anxiety levels before and after the debate instruction. In other words, the participants' foreign language speaking anxiety levels have decreased after the debate instruction. Moreover, the findings show that the use of LMS increases the motivation and satisfaction with the course. In conclusion, researcher of the study suggests the use of debate instruction with the LMS as a medium of teaching in order to lower the level of speaking anxiety of students and to increase their speaking performance as well as their willingness to communicate in English.
An investigation of young adolescent students' foreign language anxiety levels and their causes
This thesis endeavors to delve into the foreign language anxiety experienced by young adolescent students and explore its underlying causes. The ultimate goal of this research is to provide valuable insights that can aid teachers in comprehending and effectively managing the foreign language anxiety of their young learners, thereby mitigating negative emotional impacts. The study was conducted across both private and public schools in Ankara during the spring semester of the 2022-2023 academic year. A mixed method was used in the research methodology to obtain more in-depth and comprehensive results. Quantitative data collection utilized the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al., (1996) and translated into Turkish by Aydın (1991) and involved 414 students from 5th to 8th grades. Simultaneously, qualitative data were acquired through semi-structured interviews conducted with 12 students exhibiting high levels of anxiety according to FLCAS results. After analyzing the results, it was evident that young adolescents exhibited a moderate level of foreign language anxiety, which was influenced by factors such as age, parental expectations, gender, learning experiences, school type, and academic achievement. The effects of these variables on foreign language anxiety were thoroughly discussed and analyzed. Following semi-structured interviews with 12 anxious students, the causes of their anxiety were identified as speaking activities, teacher manners, peer reactions, parental pressure, and fear of receiving low grades in exams. Consequently, all the findings were comprehensively discussed and summarized, and potential suggestions were offered for teachers and future studies. It is important to note that while this study offers valuable insights, its scope is limited to 226 students from a single public school and 188 students from a private school in Ankara. Therefore, caution must be exercised in generalizing the findings beyond this specific context. Future research endeavors may benefit from diversifying data collection tools, including input from teachers to enrich the understanding of foreign language anxiety, and exploring additional perspectives to develop comprehensive strategies for addressing student anxiety in language learning environments.
The effect of model United Nations conferences on secondary education students' attitudes and anxiety about speaking English
The aim of this study is to investigate the effects of Model United Nations Conferences (MUN) on students' English speaking anxiety and their attitudes towards English. MUN conferences constitute one of the most important academic activities that develop the middle school, high school and university students' diplomatic skills and international relations, foreign language development and leadership, teamwork, critical thinking, creative thinking, problem solving and public speaking skills. MUN Conferences play an important role in the development of students, mostly in the form of club work in Turkey, and both as club work and as an elective course abroad. This research was conducted on the students who attended the "YUKOMUN -Yükselen College Model United Nations" conference organized by Yükselen College in the 2019-2020 academic year. A total of 150 students attended the conference and 33 students who attended an MUN conference for the first time were included in this study. In order to collect data, "Foreign Language Class Anxiety Scale" developed by Horwitz in 1986 and translated into Turkish by Dalkılıç in 2001, and "Attitude towards English Scale" developed by Aiken in 1979 and translated into Turkish by Tunç in 2003 were used. The study was conducted through online surveys in the fall semester of 2019-2020. According to the results of the study, the English speaking anxiety of the students who attended the MUN conferences decreased significantly and their attitudes towards English increased positively. In addition, a semi-structured interview was conducted with students to explore the effects of MUN conferences on their personal development.
İki farklı ortaokuldaki öğrencilerinin yabancı dil öz yeterlik algıları ve yabancı dil öğrenme kaygıları
Bu araştırmada Türkiye'de bir devlet üniversitesi konservatuvarındaki ortaokul öğrencileri (5,6,7,8. sınıf) ile bir devlet okulu öğrencilerinin İngilizce öğrenimi açısından öz yeterlik algıları ve dil öğrenim kaygı düzeylerinin karşılaştırılması amaçlanmıştır. Çalışmada her iki gruptaki ortaokul öğrencilerinin yabancı dil öz yeterlik algı ve kaygı düzeyleri ölçülmüş olup bu olguların cinsiyet, sınıf düzeyi ve öğrenim görülen okul türü değişkenlerine göre farklılaşıp farklılaşmadığı incelenmiştir. Bu çalışma tarama türünde bir araştırmayı kapsamaktadır. Araştırmada veri toplama aracı olarak 'Öz Yeterlik Algısı Ölçeği' ve 'Yabancı Dil Öğrenme Kaygısı Ölçeği' ne yer verilmiştir. Araştırmanın örneklemi kolay ulaşılabilirlik esası göz önünde bulundurularak 'amaçlı örneklem yöntemi' ile oluşturulmuştur. Böylelikle çalışmaya 98 devlet üniversitesi konservatuvarı ortaokul öğrencisi ve 98 devlet okulu ortaokul öğrencisi dahil olmuştur. Araştırma sonucunda devlet konservatuvarı ortaokulu öğrencilerinin öz yeterlik düzeyi devlet ortaokulu öğrencilerine oranla daha yüksek çıkmıştır. Öte yandan devlet ortaokulunun yabancı dil öğrenme kaygı düzeyi konservatuvar öğrencilerinden daha fazla bulunmuştur. Okul özelinde ise, devlet konservatuvarında 8. sınıf öğrencilerinin öz yeterlik düzeyi 5. sınıf öğrencilerine göre daha yüksek bulunmuşken, aynı okulda kaygı söz konusu olduğunda kadın öğrencilerin erkek öğrencilere göre daha kaygılı olduğu ortaya çıkmıştır. Gerek öz yeterlik gerekse kaygı açısından, devlet ortaokulunda cinsiyet ve sınıf düzeyi değişkenleri söz konusu olduğunda anlamlı bir fark bulunmamıştır.