The relationship between self-regulatory efficacy and writing achievement in English
Yükleniyor...
Dosyalar
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi, Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu tez çalışması, öğrencilerin yazma özdüzenleme yeterliliklerinin İngilizce yazma başarılarına katkısını, bu öğeler arasındaki olası ilişkiyi inceleyerek araştırmayı amaçlamaktadır. Ayrıca, bu çalışmada öğrencilerin bölümlerinin, cinsiyetlerinin ve mezun oldukları lise türlerinin, yazma özdüzenleme yeterliliklerindeki ve İngilizce yazma başarılarındaki rolünün incelenmesi de amaçlanmaktadır. Bu çalışma, nicel bir araştırma olarak tasarlanmıştır. Çalışmanın katılımcıları, 2011-2012 Akademik Yılı?nda Trakya Üniversitesi Yabancı Diller Yüksekokulu'nda eğitim gören 171 İngilizce Mütercim-Tercümanlık ve İngilizce Öğretmenliği Hazırlık Sınıfı öğrencisidir. Bu çalışmada, Yazma Özdüzenleme Yeterliliği Ölçeği (Zimmerman ve Bandura, 1994) öğrencilerin yazma özdüzenleme yeterliliklerini ölçmek amacıyla veri toplama aracı olarak kullanılmıştır. Öğrencilerin yazma başarısı ise Yazma Dersi?nde elde edilen yılsonu notları ile belirlenmiştir. Toplanan veriler, SPSS 17.0 programı ile istatistiksel açıdan analiz edilmiştir. Sonuçlara göre, Trakya Üniversitesi İngilizce Mütercim-Tercümanlık ve İngilizce Öğretmenliği Hazırlık Sınıfı öğrencilerinin, kendi yazma süreçlerini düzenleme açısından orta derecede yeterli oldukları görülmüştür. Bunun yanı sıra, öğrencilerin yazma özdüzenleme yeterlilikleri ile İngilizce yazma başarıları arasında istatiksel açıdan anlamlı, orta düzeyde olumlu bir ilişki bulunmuştur. Bu sonuç, yazma başarısının yazma özdüzenleme yeterliliği ile ilişkili olduğunu, daha yüksek yazma özdüzenleme yeterliliğine sahip öğrencilerin Yazma Dersi?nde daha başarılı olabileceklerini göstermiştir. Ancak, öğrencilerin yazma özdüzenleme yeterlilikleri ile yazma başarılarında, cinsiyetleri, bölümleri ve mezun oldukları lise türleri açısından anlamlı bir fark bulunamamıştır. Sonuç olarak, bu çalışma yazma özdüzenleme yeterliliğinin İngilizce yazma başarısı için önemli olduğunu, aralarındaki olumlu ilişkiyi ortaya koyarak vurgulamıştır.
Abstract
The thesis study aims to explore whether students' writing self-regulatory efficacy contributes to their writing achievement in English, investigating the probable relationship between these components. In addition, it is aimed to examine whether students' department, gender and type of high school they graduated have a role in their writing self-regulatory efficacy and writing achievement in English. This study was designed as a quantitative research. The participants of the study were 171 Preparatory Class students of English Translation and Interpretation (ETI) and English Language Teaching (ELT) Departments at The School of Foreign Languages, Trakya University in 2011-2012 Academic Year. In the study, The Writing Self-Regulatory Efficacy Scale by Zimmerman and Bandura (1994) was used as the data collection instrument to assess students' writing self-regulatory efficacy. Students' writing achievement was determined by their end-of-the-year grades in Writing Course. The data gathered was statistically analyzed by SPSS 17.0. According to the results, Preparatory Class students of ETI and ELT Departments at Trakya University were observed to be moderately efficacious in regulating their writing process. Moreover, a moderate positive relationship, which was statistically significant, was revealed between students' writing self-regulatory efficacy and their writing achievement in English. This result indicated that writing achievement is related to writing self-regulatory efficacy, and students with higher writing self-regulatory efficacy tend to have better writing achievement. However, no significant difference was found in students' writing self-regulatory efficacy and writing achievement in terms of their gender, department and type of high school. Thus, this study highlighted the significance of writing self-regulatory efficacy for writing achievement in English, displaying the positive relationship between these elements.
Abstract
The thesis study aims to explore whether students' writing self-regulatory efficacy contributes to their writing achievement in English, investigating the probable relationship between these components. In addition, it is aimed to examine whether students' department, gender and type of high school they graduated have a role in their writing self-regulatory efficacy and writing achievement in English. This study was designed as a quantitative research. The participants of the study were 171 Preparatory Class students of English Translation and Interpretation (ETI) and English Language Teaching (ELT) Departments at The School of Foreign Languages, Trakya University in 2011-2012 Academic Year. In the study, The Writing Self-Regulatory Efficacy Scale by Zimmerman and Bandura (1994) was used as the data collection instrument to assess students' writing self-regulatory efficacy. Students' writing achievement was determined by their end-of-the-year grades in Writing Course. The data gathered was statistically analyzed by SPSS 17.0. According to the results, Preparatory Class students of ETI and ELT Departments at Trakya University were observed to be moderately efficacious in regulating their writing process. Moreover, a moderate positive relationship, which was statistically significant, was revealed between students' writing self-regulatory efficacy and their writing achievement in English. This result indicated that writing achievement is related to writing self-regulatory efficacy, and students with higher writing self-regulatory efficacy tend to have better writing achievement. However, no significant difference was found in students' writing self-regulatory efficacy and writing achievement in terms of their gender, department and type of high school. Thus, this study highlighted the significance of writing self-regulatory efficacy for writing achievement in English, displaying the positive relationship between these elements.
Açıklama
Anahtar Kelimeler
Yazma Özdüzenleme Yeterliliği, Yazma Başarısı, Özdüzenleme Yeterliliği, Writing Self-Regulatory Efficacy, Writing Achievement, Self-Regulatory Efficacy
