Self-Determined Engagement in Language Learning: The Relations among Autonomy-Support, Psychological Needs, and Engagement

Ali Dincer; Savaş Yeşilyurt; Kimberly A. Noels

TR EN

Yabancı Dil Sınıflarında Öz-Belirlemeci Ders Katılımı: Özerklik-Desteği, Psikolojik İhtiyaçlar ve Ders Katılımı Arasındaki İlişkiler

Öz

Çok boyutlu bir kavram olan ders katılımı, son günlerde eğitim araştırmalarında büyük ilgi görse de bu konuyla ilgili yabancı dil öğreniminde yeterli çalışma yoktur. Öz-belirleme teorisi ve öz sistem motivasyonel gelişim modeline dayanan bu çalışma, motivasyonel benlik sisteminin eylem bileşeni olan ders katılımının İngilizcenin yabancı dil olarak öğretildiği sınıflardaki rolünü araştırmaktadır. Çalışma, öğrenme ortamı (algılanan öğretmen özerklik desteği), öz-benlik (psikolojik ihtiyaçlar) ve eylem (dil sınıflarında ders katılımı) arasındaki ilişkileri aracı değişken modeli ile test etmektedir. Çalışmaya, 412 İngilizce öğrencisi katılmış olup değişkenlerle ilgili anketleri doldurmuşlardır. Araştırma sonuçları, öğrencilerin ders katılımının öğrencilerin temel psikolojik ihtiyaçları tarafından doğrudan ve özerklik destekli sınıf ortamı tarafından da dolaylı olarak yordandığını göstermiştir. Ayrıca, algılanan öğretmen özerklik desteği, ders katılımını dolaysız olarak yordamaktadır. Çalışma sonuçları ders katılımında öğrencilerin benlik sisteminin rolünü ve öğretmenlerin dil öğrenimindeki önemini vurgulamaktadır. Çalışma, yabancı dil sınıflarında ders katılımının öğrenme kalitesine olan katkısını anlamamıza yardımcı olmaktadır. Ayrıca, yabancı dil öğretmenleri ve eğitimcilerine öğrencilerin derste aktif katılımının artırılması için öğretmenlerin özerklik destekleyici öğretmen davranışları benimsemeleri gerektiğini önermektedir.

Anahtar Kelimeler

Self-Determined Engagement in Language Learning: The Relations among Autonomy-Support, Psychological Needs, and Engagement

Abstract

Classroom engagement as a multi-dimensional concept has received considerable attention nowadays in educational research, but there is limited research in language learning. Grounded in self-determination theory and self-system model of motivational development, this study investigates the role of action component of the motivational system, classroom engagement in English as a foreign language (EFL) classrooms. It tests a mediation model among the variables, context (perceived teacher autonomy-support), self (psychological needs) and action (classroom engagement in language classrooms) with a cross-sectional survey design. A total of 412 EFL learners completed scales of the variables. Study findings indicated that learners’ classroom engagement was directly predicted by learners’ basic psychological needs, and indirectly by an autonomy-supportive context. Also, classroom engagement was directly predicted by perceived teacher autonomy-support in this model. The study highlights the pivotal role of learners’ self and the importance of language teachers in this relationship. It helps in understanding classroom engagement and its potential contribution to the quality of learning. It has implications for language teachers and educators and suggests that they should adopt autonomy-supportive behaviours to actively engage learners in learning in the language classroom.

Keywords

Supporting Institution

TUBİTAK, Social Sciences and Humanities Research Council of Canada

Thanks

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Financial support for this project was gratefully received from the Research Fellowship Programmes of the Scientific and Technological Research Council of Turkey (TUBITAK) to the first author and the Social Sciences and Humanities Research Council of Canada to the third author.

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Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Ali Dincer ^*
0000-0002-0732-3975
Türkiye

Savaş Yeşilyurt
0000-0001-6871-8842
Türkiye

Kimberly A. Noels
0000-0002-9881-4242
Canada

Publication Date

December 20, 2019

Submission Date

July 3, 2019

Acceptance Date

October 16, 2019

Published in Issue

Year 2019 Volume: 8 Number: 4

IZ

https://izlik.org/JA97ZL75MS

Cite

RIS / Bibtex

APA

Dincer, A., Yeşilyurt, S., & Noels, K. A. (2019). Self-Determined Engagement in Language Learning: The Relations among Autonomy-Support, Psychological Needs, and Engagement. Cumhuriyet Uluslararası Eğitim Dergisi, 8(4), 1130-1147. https://izlik.org/JA97ZL75MS

Yabancı Dil Sınıflarında Öz-Belirlemeci Ders Katılımı: Özerklik-Desteği, Psikolojik İhtiyaçlar ve Ders Katılımı Arasındaki İlişkiler

Öz

Anahtar Kelimeler

Self-Determined Engagement in Language Learning: The Relations among Autonomy-Support, Psychological Needs, and Engagement

Abstract

Keywords

Supporting Institution

Thanks

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

IZ

Cite

© Cumhuriyet University, Faculty of Education