INVESTIGATION OF HIGH SCHOOL STUDENTS’ STEREOTYPED THOUGHTS ABOUT FOREIGN LANGUAGE AND ENGLISH SELF-EFFICACY PERCEPTIONS IN TERMS OF SOME VARIABLES
DOI:
https://doi.org/10.46827/ejel.v0i0.2183Keywords:
stereotyped thoughts, self- efficacy, foreign language, teachinAbstract
The aim of this study is to examine the relationship between stereotyped thoughts about foreign language and English self-efficacy perception of high school students in terms of various variables. 900 students from different high schools in Ankara, Turkey attended this study as a sample group. Data were collected through “Scale for Stereotyped Thoughts about Foreign Language” (Ünal, 2015) and “English Self-efficacy Perception” (Yanar, 2008). t-Test, one way ANOVA, Kruskal Wallis, Mann Whitney U, Pearson correlation, Regression analysis was used to analyze the data. This study was designed with comparative correlational survey design. There is statistically significant difference in their stereotyped thoughts about foreign language in terms of private/state high school, the aim of learning English variables. There are statistically significant differences in their foreign language self-efficacy perceptions in terms of private/state high school, weekly studying hours, and the aim of learning English variables. Pearson-r correlation revealed no significant relationship between the Stereotyped Thoughts toward foreign language and English Self-efficacy Perception of Students. Regression analysis showed that stereotyped thoughts can not predict English self-efficacy.
Article visualizations:
References
Açıkel, M. (2011). Languages Learning Strategies and Self-efficacy Beliefs as Predictors of English Proficiency in a Language Preparatory School. (Master’s thesis). Orta Doğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
Bandura, A. (1971). Social Learning Theory. New York: General Learning Press.
Bandura, A. (1993). Perceived Self-efficacy in Cognitive Development and Functioning. Educational Pscychologist, 28 (2), 117-148.
Berberoğlu, G. & Kalender, I. (2005). Investigation of Students Achievement Across Years, School Types, Regions: The SSE and Pisa Analysis. Education Science and Practice, 4 (7), 21-35.
Britner, S.L. & Pajares, F. (2006). Sources of Science self-efficacy Beliefs of Middle School Students. Journal Recommendation Service, 43(5), 485-499.
Cresswell, J.W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five
Approaches. Thousand Oak.
Dökmen, Ü. (2008). İletişim Çatışmaları ve Empati. İstanbul: Remzi Yayıncılık.
Er, M. (2007). Etkin Öğrenmenin yabancı Dil Benlik Algısı ve İngilizce Okuduğunu Anlama Başarısı Üzerindeki Etkililiği. (Doctoral thesis). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
Gahungu, O.N. (2007). The Relationship among Strategy Use, Self-efficacy, and Language Ability in Foreign Language Learners. (Doctoral thesis). Retrieved February 12, 2017, from Dissertations and Thesis.
Hackett, G. and Betz, N.E. (1989). An Exploration of the Mathematics Performance Correspondence. Journal for Research in Mathematics Education, 20 (3), 261-273.
Hewitt, L.A. (2008). The Effects of Bilingual Education on Language, Achievement, And Self- efficacy of Hispanic Students. (Doctoral thesis). Retrieved February 23, 2017, from Dissertations and Thesis.
Houghton, S. (2010). Managing Stereotypes through Experiential Learning. International Communication Studies, 19, 182-195.
İnal, S. (2006). İngilizce Yazılı Anlatım Dersinin Sorunları Üzerine bir İnceleme. Journal of Language and Linguistic Studies, 2 (2), 180- 203.
Kannan, R. (2009). Difficulties in Learning English as a Second Language. Esp World, 8 (26), 1-4.
Kayri, M. (2009). Araştırmalarda Gruplar Arası Frakın Belirlenmesine Yönelik Çoklu Karşılaştırma (Post-Hoc) Teknikleri. Fırat Üniversitesi Sosyal Bilimler Dergisi, 19 (1), 51- 64.
Liu, M. (2013). English Bar as a Venue to Boost Students’ Speaking Self-efficacy at the Tertiary Level. English Language Teaching, 6 (12), 27-37.
Memduhoğlu, H.B. ve Çelik, Ş.N. (2015). Student Teachers’ and University Students’ planning to Be Teachers Sense of Self-efficacy Beliefs Towards English. İnönü Üniversitesi Dergisi, 16 (2), 17- 32.
Ocak, G. ve Akkaş, E. (2016). Öğrencilerin Dil Stratejileri ve İngilizce Öz Yeterlik İnançlarının İncelenmesi. Marmara Üniversitesi Atatürk Eğitim Bilimleri Dergisi,44, 91- 110.
Öz, H. (2005). İkinci Dil Öğrenimi ve Öğretiminde Bilişötesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (29),147-156.
Paul, A. & Gore, J. (2006). Academic self-efficacy As a Predictor of College Outcome : Two Incremental Validity. Journal of Career Assessment, 14(1), 92-115.
Pollock, J.L. (1982). Language and Thought. New Jersey: Princeton University Press.
Schunk, D.H. and Meece, J.L. (2009). Students Perceptions in the Classroom. London: Routledge.
Schachter, J. (1989). Linguistics Perspectives on Second Language Acquisition. New York: Cambridge University Press.
Seraoui, H. (2016). The Effect of Self-Efficacy on the Speaking Skill in English as a Foreign Language. El-Tawassol Journal, 46, 241-252.
TDK. (2018). Türk Dil Kurumu. Retrieved June, 2018, from http://www.tdk.gov.tr
Torres, K.M. (2011). Heritage Language Learners’ Perceptions of Taking Spanish Language Classes: Investigating Perceptions of Skill-specific Anxieties, Self-efficacies, and Ethnic Identity. (Doctoral thesis). Retrieved January 17, 2017, from Dissertations and Thesis Proquest Dissertations and Thesis.
Ünal, M. (2015). Yabancı Dile Yönelik Kalıplaşmış Düşünce Ölçeği. International Social Sciences,6(19), 218-233.
Yanar, B. (2008). Yabancı Dil Hazırlık Eğitimi Alan ve Almayan Anadolu Lisesi Öğrencilerinin Yabancı Dil Öz Yeterlik Algılarının ve İngilizce Dersine Yönelik Tutumlarının İincelenmesi. (Master’s thesis). Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
