WHAT FACTORS DO LEARNERS ATTRIBUTE TO THEIR SPEAKING ACHIEVEMENT?

Saliha Toscu

Abstract


This study aims to explore the factors affecting speaking achievement of language learners who were studying at an English preparatory school at the university level in Turkey. The study involved the participation of 131 language learners who had intermediate level of English proficiency. The participants were chosen using convenience sampling and took part in the study on a voluntary basis. The instrument used to collect data basically had two parts. The first part involved Language Achievement Attribution Scale (LAAS) developed by Hsieh (2004), which aimed to reveal the reasons which the participants attributed to their speaking scores. The second part included Attitude/ Motivation Test Battery questionnaire (on a 5-point Likert scale) developed by Gardner (1985), which revealed the participants’ attitudes towards language learning, integrative and instrumental motivation, interest in foreign language and speaking anxiety. The data were analyzed on the Statistical Package for the Social Sciences (SPSS) and it was found that there was no statistically significant effect of motivation on language learners’ speaking achievement, but speaking anxiety influenced it. In addition, the study showed that there were differences among the participants in the reasons they attributed to their speaking success depending on how motivated and anxious they were.

 

Bu çalışma, Türkiye’de üniversite seviyesinde İngilizce hazırlık okulunda öğrenim gören öğrencilerin konuşma başarılarını etkileyen faktörleri ortaya çıkarmayı amaçlar. Çalışma, İngilizce yeterliği orta düzey olan 131 dil öğrencisinin katılımını içermektedir. Katılımcılar uygun örnekleme yöntemi kullanılarak seçilmistir ve çalışmada gönüllülük esasına bağlı olarak yer almışlardır. Veri toplamak için kullanılan araç temelde iki kısımdan oluşmaktadır. İlk kısım, katılımcıların konuşma puanlarına atfettikleri nedenleri ortaya çıkarmak için Hsieh (2004) tarafından geliştirilen Language Achievement Attribution Scale (LAAS) kullanımını içermiştir. İkinci kısım, katılımcıların dil öğrenmeye karşı tutumlarını, bütünleyici ve araç güdülenmesini, yabancı dile ilgilileri ve konuşma kaygılarını ortaya çıkaran Gardner (1985) tarafından gelitirilmiş Attitude/Motivation Test Battery anketi (5’li likert ölçeği üzerinde) kullanımını içermektedir. Veri Sosyal Bilimler İstatistik Programında (SPSS) analiz edilmiştir ve motivasyonun öğrencilerin konuşma başarısı üzerinde istatistiki önem tesiri olmadığı, fakat konuşma kaygısının konuşma başarısını etkilediği bulunmuştur. Ek olarak, çalışma katılımcılar arasında ne kadar motive ve kaygılı olduklarına bağlı olarak konuşma başarılarına atfettikleri nedenler bakımında farklar olduğunu göstermiştir.

 

Article visualizations:

Hit counter

DOI

Keywords


attributions, speaking achievement, motivation, anxiety, language learning / atıflar, konuşma başarısı, motivasyon, kaygı, dil öğrenme

Full Text:

PDF

References


Amengual-Pizarro M, 2018. Foreign language classroom anxiety among English for specific purposes (ESP) students. International Journal of English Studies 18: 145-159. doi: doi.org/10.6018//ijes/2018/2/323311

Beltrams D A, 2008. Digital video production: A case study on motivating at-risk middle school math students. PhD Thesis, Walden University.

Brown H D, 2000. Principles of language learning and teaching (4th edn.), New York, USA.

Dörnyei Z, 1998. Conceptualizing Motivation in Foreign Language Learning. Language Learning 40: 46-78. doi: doi.org/10.1111/j.1467-1770.1990.tb00954.x

Dörnyei Z, 2001. New themes and approaches in second language motivation research. Annual Review of Applied Linguistics 21: 43-59. doi: 10.1017/s0267190501000034

Erten İ H, 2015. Validating myself as a learner scale (MALS) in the Turkish context. Novitas-Royal (Research on Youth and Language) 9: 46-59.

Fang-Peng G, Dong Y, 2010. A study on college students’ anxiety to spoken English. Canadian Social Science 6: 95-101.

Gardner R C, 1985. Social psychology and second language learning: The role of attitudes and motivation, London, UK.

Gardner R C, MacIntyre P D, 1993. On the measurement of affective variables in second language learning. Language Learning 43: 157-194. doi: 10.1111/j.1467-1770.1992.tb00714.x

Haider G, 2014. Attribution theory and L2 writing processes: Results and implications. International Journal of English and Education 3: 436-446.

Heinzmann S, 2013. Young language learners’ motivation and attitudes: Longitudinal, comparative and explanatory perspectives, New York, USA. doi: 10.5040/9781472542205

Hiseh P, 2004. How college students explain their grades in a foreign language course: the interrelationship of attributions, self-efficacy, language learning beliefs, and achievement. Unpublished PhD Thesis, University of Texas, USA

Hismanoğlu M, 2013. Foreign language anxiety of English language teacher candidates: A sample from Turkey. Procedia-Social and Behavioral Sciences 93: 930-937. doi: 10.1016/j.sbspro.2013.09.306

Hu X, McGeown S, 2020. Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China. System 89. doi: 10.1016/j.system.2020.102199

Karataş H, Alci B, Bademoğlu M, Ergin A, 2016. Examination of university students’ foreign language classroom anxiety. Procedia-Social and Behavioral Sciences 232: 396-402. doi: 10.1016/j.sbspro.2016.10.055

Kunt N, Tüm D Ö, 2010. Non-native student teachers’ feelings of foreign language anxiety. Procedia-Social and Behavioral Sciences 2: 4672-4676. doi: 10.1016/j.sbspro.2010.03.748

MacIntyre P D, Gardner R C, 1994a. The effects of induced anxiety on cognitive processing in computerized vocabulary learning. Studies in Second Language Acquisition 16: 1-17. doi: 10.1017/s0272263100012560

MacIntyre P D, 2017 An overview of language anxiety research and trends in its development, Bristol, UK, pp 11-30. doi: 10.21832/9781783097722-003

Pallant J, 2007. SPSS survival manual, New York, USA

Pintrich P R, Schunk D H, 2002. Motivation in education: Theory, research and applications (2nd Edn.), Englewood Cliffs, NJ, UK

Sadighi F, Dastpak M, 2017. The sources of foreign language speaking anxiety of Iranian English language learners. International Journal of Education & Literacy Studies 5: 111-115. doi: 10.7575/aiac.ijels.v.5n.4p.111

Tóth Z, 2010. Foreign language anxiety and the advanced learners: A study of Hungarian students of English as a foreign language, Newcastle upon Tyne, UK

Tridinanti G, 2018. The correlation between speaking anxiety, self-confidence and speaking achievement of undergraduate EFL students of private university in Palembang. International Journal of Education & Literacy Studies 6: 35-39. doi: 10.7575/aiac.ijels.v.6n.4p.35

Wigfield A, Guthrie J T, 1997. Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology 89: 420-432. doi: 10.1037/0022-0663.89.3.420


Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).