Difficulties in English Language Learning: The Opinions of High School Students in EFL classes

Esmira Mehdiyev; Kübra Okumuş Dağdeler

doi:10.30703/cije.1186959

EN TR

Difficulties in English Language Learning: The Opinions of High School Students in EFL classes

Abstract

This study aimed to determine the opinions of high school students on difficulties they faced as they were learning English and examining these opinions within the framework of some variables. It is a fact that some factors such as age can affect the level and type of difficulty that are experienced. Thus, it was searched that if the factors of gender, grade and parents’ education level were related to the difficulties that English learners encountered. A descriptive survey study was conducted. The participants of the study were 305 high school students who enrolled in different high schools in Türkiye. In order to collect data, English Language Learning Difficulties Scale (ELLDS), which was developed by Mehdiyev, Uğurlu and Usta (2017) was used. Data analysis was performed on an R program. The total score of ELLDS and its sub-factors of Interest-Willingness (IW), Practice (P), Setting-Material (SM), and Social Opportunities (SO) were dependent variables, while gender, grade level, mother's education, and father's education were independent variables. The findings showed that the difficulties did not show significant differences according to gender and fathers’ education level. On the other hand, grade level of students and mothers’ education level were found to be related with the difficulties that the high school students encountered in English language learning.

Keywords

Lise Öğrencilerinin İngilizce Öğrenme Güçlüklerine İlişkin Görüşlerinin Bazı Değişkenler Açısından İncelenmesi

Öz

Bu araştırma, lise öğrencilerinin İngilizce öğrenirken karşılaştıkları güçlüklere ilişkin görüşlerini belirlemeyi ve bu görüşleri bazı değişkenler çerçevesinde incelemeyi amaçlamıştır. Bazı değişkenlerin yaşanan zorluğun seviyesi ve türünü etkileyebileceği bir gerçektir. Bu nedenle bu çalışmada cinsiyet, sınıf ve anne-baba eğitim düzeyi faktörlerinin İngilizce öğrenenlerin karşılaştıkları güçlüklerle ilişkili olup olmadığı araştırılmıştır. Bu amaçla, betimsel tarama modeli kullanılmıştır. Araştırmanın katılımcıları Türkiye'de farklı liselere devam eden 305 lise öğrencisidir. Verilerin toplanmasında Mehdiyev, Uğurlu ve Usta (2017) tarafından geliştirilen İngilizce Öğrenme Güçlükleri Ölçeği (İÖGÖ) kullanılmıştır. Verilerin analizi bir R programında yapılmıştır. İÖGÖ toplam puanı ile İlgi-İsteklilik, Uygulama, Ortam-Materyal ve Sosyal İmkânlar alt faktörleri bağımlı değişkenler iken cinsiyet, sınıf düzeyi, annenin eğitimi ve babanın eğitimi bağımsız değişkenlerdir. Bulgular, güçlüklerin cinsiyete ve baba eğitim seviyesine göre değişmediğini göstermiştir. Öte yandan, sınıf düzeyi ve anne eğitim seviyesi ile algılanan güçlük düzeyi arasında anlamlı farklılıklar bulunmuştur. Cinsiyet ve baba eğitim düzeyine göre anlamlı farklılıklar gösterirken öğrencilerin sınıf düzeyi ve anne eğitim düzeyi lise öğrencilerinin İngilizce öğrenmede karşılaştıkları güçlüklerle ilişkili bulunmuştur.

Anahtar Kelimeler

Kaynakça

Akkuş, O. (2009). Problems in English learning and teaching in Turkey: Sample of Sivas (Unpublished doctoral thesis). Cumhuriyet University.
Bloom, B.S. (1956) Taxonomy of educational objectives handbook: The cognitive domain. David McKay.
Butler, Y. G. (2014) Parental factors and early English education as a foreign language: A case study in Mainland China, Research Papers in Education, 29(4), 410-437, https://doi.org/10.1080/02671522.2013.776625.
Çelebi, M., & Yıldız-Narinalp, N. (2020). The problems encountered in English language teaching in secondary schools. International Journal of Society Researches, 15(1), 4975-5005. https://doi.org/10.26466/opus.704162.
Çokluk, O., Şekercioğlu, G., Büyüköztürk, S. (2010). Sosyal Bilimler için çok degiskenli istatistik SPSS ve LISREL Uygulamaları. Pegem Publishing.
Daif-Allah, A. S. (2012). Beliefs about foreign language learning and their relationship to gender. English Language Teaching, 5(10), 20-33. https://doi.org/10.5539/elt.v5n10p20
De Maesschalck, R., Jouan-Rimbaud, D., & Massart, D. L. (2000). The Mahalanobis distance. Chemometrics and Intelligent Laboratory Systems, 50(1), 1–18. https://doi.org/10.1016/S0169-7439(99)00047-7
Dingman, M. (2019). Your brain, explained: what neuroscience reveals about your brain and its quirks. Nicholas Brealey Publishing. Fathman, A. K. (1976). Variables affecting the successful learning of English as a second language. TESOL Quarterly, 10 (4), 433-441. Field, A. (2009). Discovering statics using SPSS. SAGE.

Forey, G., Besser, S., & Sampson, N. (2016). Parental involvement in foreign language learning: The case of Hong Kong. Journal of Early Childhood Literacy, 16(3) 383– 413. https://doi.org/10.1177.146879841558746
Ganschow, L., Sparks, R., & Javorsky, J. (1998). Foreign language learning difficulties: an historical perspective. Journal of Learning Disabilities. 31(3), 248-58.
Hayırlı, O. (2019). Cultural reasons behind Turkish speakers having diffıculty in learning English. International Journal of Eurasia Social Sciences, 10 (36), 528-537.
Johnson, B., & Christensen, L. (2014). Educational research: quantitative, qualitative and mixed approaches. Sage Publications.
Kalaycı, G., & Öz, H. (2018). Parental involvement in English language education: Understanding parents’ perceptions. International Online Journal of Education and Teaching (IOJET), 5(4), 832-847. http://iojet.org/index.php/IOJET/article/view/447/296
Kamarul, S. M. T., Mohamed A. E., Nik, M. R. N., Yusoff, Zamri, M. (2009). A closer look at gender and Arabic language learning strategies use, European Journal of Social Sciences, 9(3), 399-407.
Khan, I. A. (2011). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. Educational Research, 2 (7), 1248-1257.
Kızıldag, A. (2009). Teaching English in Turkey: Dialogues with teachers about the challenges in public primary schools. International Electronic Journal of Elementary Education, 1(3), 188-201.
Marsh, H. W., & Yeung, A. S. (1998). Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal, 35, 705–738.
OECD (2020). Education policy outlook: Turkey. Retrieved from https://www.oecd.org/education/policy-outlook/country-profile-Turkey-2020.pdf
Olson, C. L. 1974. Comparative robustness of six tests in multivariate analysis of variance. Journal of the American Statistical Association, 69(348), 894-908.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle Publishers.
Özer, S. & Akay, C. (2022). Ortaokul öğrencilerinin İngilizce öğrenme zorlukları: bir durum çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42 (1), 711-747. https://doi.org/10.17152/gefad.949137.
Özmat, D. & Senemoğlu, N. (2021). Difficulties in learning English by EFL students in Turkey. Ankara University Journal of Faculty of Educational Sciences (JFES) , 54 (1) , 141-173. https://doi.org/10.30964/auebfd.742803
Pallant, J. (2005). Spss survival manual: A step by step guide to data analysis using spss for windows. Australian Copyright.
Seçer, İ. (2015). SPSS ve Lisrel ile pratik veri analizi: Analiz ve raporlaştırma. Anı Publishing.
Solak, E. & Bayar, A. (2015). Current challenges in English language learning in Turkish EFL context. Participatory Educational Research, 2(1), 106-115. https://doi.org/10.17275/per.15.09.2.1
Şahin, H. , Çelik, F. & Gök Çatal, Ö. (2018). An examination of problems encountered in the process of learning English in 6th, 7th and 8th grades. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 47, 123-136. https://doi.org/10.21764/maeuefd.361675
Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics. Pearson Education, Inc..
Uğurlu, C. T.; Mehdiyev, E. & Usta, H. G. (2016). Difficulties in English language learning. Turkish Studies, 11 (3), 2261-2272.
Walczak, A., Harrison, G., Muratorio, M., Flores, C., Brunner, S., & Docherty, C. (2017). Which factors affect English language attainment? A study of school students in Chile. Cambridge English Language Assessment-Research Notes, 65, 51-88.
Xiying, F. (2010, September, 24-25). A study of gender differences in English learning strategies of middle school students (Conference presentation). Conference on Web based Business Management, Chengdu, China.
Yahya, M. (2012). A study of the language difficulties of the English Language Center (ELC) students at the Arab American University of Jenin. Asian Journal of Management Sciences and Education, 1(2), 119-130.
Yeung, A. S.; Lau, S. & Nie, Y. (2011). Primary and secondary students’ motivation in learning English: Grade and gender differences. Contemporary Educational Psychology, 36, 246-256.
Zhou, Y. (2020). The influence of family on children’s second language learning. Retrieved from https://scholar.uwindsor.ca/major-papers/112/

Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Esmira Mehdiyev
0000-0002-1779-4682
Türkiye

Kübra Okumuş Dağdeler ^*
0000-0002-3781-3182
Türkiye

Yayımlanma Tarihi

26 Mart 2023

Gönderilme Tarihi

12 Ekim 2022

Kabul Tarihi

23 Ocak 2023

Yayımlandığı Sayı

Yıl 2023 Cilt: 12 Sayı: 1

DOI

https://doi.org/10.30703/cije.1186959

IZ

https://izlik.org/JA24WW24PE

Kaynak Göster

RIS / Bibtex

APA

Mehdiyev, E., & Okumuş Dağdeler, K. (2023). Difficulties in English Language Learning: The Opinions of High School Students in EFL classes. Cumhuriyet Uluslararası Eğitim Dergisi, 12(1), 193-203. https://doi.org/10.30703/cije.1186959