Research Article
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Year 2020, Volume: 16 Issue: 3, 1352 - 1367, 01.10.2020
https://doi.org/10.17263/jlls.803772

Abstract

References

  • Adamuti-Trache, M., & Sweet, R. (2013). Academic effort and achievement in science: Beyond a gendered relationship. Research in Science Education, 43, 2367-2385.
  • Agbuga, B., & Xiang, P. (2008). Achievement goals and their relations to self-reported persistence/effort in secondary physical education: A trichotomous achievement goal framework. Journal of Teaching in Physical Education, 27(2), 179-191.
  • Al Shaye, R., Yeung, A. S., & Suliman, R. (2014). Saudi female students learning English: Motivation, effort, and anxiety. The International Journal of Learner Diversity and Identities, 20(4), 1-13.
  • Aratibel, A. P., & Bueno-Alastuey, C. (2015). The influence of socio-economic background, personal effort and motivation on English proficiency. Huarte de San Juan. Filología y Didáctica de la Lengua, 15, 43-65.
  • Awang-Hashim, R., O'Neil, H. F. & Hocevar, D. (2002). Ethnicity, effort, self-efficacy, worry, and statistics achievement in Malaysia: A construct validation of the state-trait motivation model. Educational Assessment, 8, 341-364.
  • Bozick, R. N., & Dempsey T. L. (2010). Effort. In Rosen, J. A., Glennie, E. J., Dalton, B. W., Lennon, J. M. & R. N., Bozick (Eds.), Noncognitive skills in the classroom: New perspectives on educational research (pp. 39-68). Research Triangle Park, NC: RTI International.
  • Carbonaro, W. (2005). Tracking, student effort, and academic achievement. Sociology of Education, 78, 27-49.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Cole, J. S., Bergin, D. A., & Whittaker, T. A. (2008). Predicting student achievement for low stakes tests with effort and task value. Contemporary Educational Psychology, 33, 609-624.
  • Connelly, P. (2008). A critical review of some recent developments in quantitative research on gender and achievement in the United Kingdom. British Journal of Sociology of Education, 29(3), 249-260.
  • Çavuşoğlu Deveci, C., Arslan Buyruk, A., Erdoğan, P. ve Yücel Toy, B. (2016). İngilizce konuşma becerisinin öğretimine ilişkin ihtiyaçların değerlendirilmesi. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(14), 915-934.
  • Didia, D., & Hasnat, B. (1998). The determinants of performance in the university introductory finance course. Financial Practice and Education, 8(1), 102-107.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
  • Evin Gencel, İ. ve Satmaz, İ (2017). Öğretmen adaylarının üstün yetenekli öğrencilerin eğitimine yönelik tutumları. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 7(14), 49-61.
  • Genç, G. (2016). Attributions to success and failure in English language learning: The effects of gender, age and perceived success. European Journal of Education Studies, 2(12), 25-43.
  • Hemmings, B., & Kay, R. (2010). Prior achievement, effort, and mathematics attitude as predictors of current achievement. The Australian Educational Researcher, 37(2),41-58.
  • Hsu, S. (2005). Business English learning motivation and effort on proficiency among junior college students. Nanya Education Report, 25, 119–131.
  • Inagaki, Y. (2014, March). A mediator between motives and learning effort: The role of acquisition goals in motivational process of foreign language learners. Paper presented at the Global Summit on Education GSE, Kuala Lumpur, Malaysia. Retrieved from https://worldconferences.net/proceedings/gse2014/toc/papers_gse2014/G%20156%20-%20YOSHINORI%20INAGAKI_A%20MEDIATOR%20BETWEEN%20MOTIVES%20AND%20LEARNING%20EFFORT_read.pdf
  • Işık, İ. (2014). Yokluk hipotezi anlamlılık testi ve etki büyüklüğü tartışmalarının psikoloji araştırmalarına yansıması. Eleştirel Psikoloji Bülteni, 5, 55-80.
  • Karabıyık, C., & Mirici, İ. H. (2018). Development and validation of the foreign language learning effort scale for Turk¬ish tertiary-level students. Educational Sciences: Theory & Practice, 18, 373-395. http://dx.doi.org/10.12738/estp.2018.2.0010.
  • Karasar, N. (2003). Bilimsel araştırma yöntemleri. (12nd ed.). Ankara: Nobel Yayın Dağıtım.
  • Kelly, S. (2008). What types of student effort are rewarded with high marks? Sociology of Education, 81(1), 32–52.
  • Kotrlik, J. W., & Williams, H. A. (2003). The incorporation of effect size in information technology, learning, and performance research. Information Technology, Learning, and Performance Journal, 21(1), 1-7.
  • Li, L. K. Y. (2012). A study of the attitude, self-efficacy, effort and academic achievement of CityU students towards research methods and statistics. Discovery-SS Student E-Journal, 1, 154-183.
  • McMullen, K. (2004). The gap in achievement between boys and girls. Education Matters, 4. Ottawa: Statistics Canada. http://www.statcan.gc.ca/pub/81-004-x/200410/7423-eng.htm.
  • Opare, J. A., & Dramanu, B. Y. (2002). Students’ academic performance: Academic effort as an intervening variable. IFE PsychologIA, 10(2), 136-148.
  • Özer, S. (2019a). An investigation of attitude, motivation and anxiety levels of students studying at a faculty of tourism towards vocational English course. Journal of Language and Linguistic Studies, 15(2), 560-577. Doi: 10.17263/jlls.586246.
  • Özer, S. (2019b). Self-efficacy perceptions of vocational students about cognitive objectives of English language course. Maarif Mektepleri International Journal of Educational Sciences, 3(2), 1-16.
  • Özer, S., & Yılmaz, E. (2016). Students’ attitudes towards vocational foreign language course. International Journal of Contemporary Educational Research, 3(2), 55-64.
  • Özsoy, S., & Özsoy, G. (2013). Eğitim araştırmalarında etki büyüklüğü raporlanması. İlköğretim Online, 12(2), 334-346.
  • Phan, H. P. (2008). Exploring students’ reflective thinking practice, processing strategies, efforts and achievement goal-orientation. Educational Psychology, 29(3), 297-313.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
  • Tekin, H. (2002). Eğitimde ölçme ve değerlendirme. Ankara: Yargı Yayıncılık.
  • Twum Ampofo, E., & Osei-Owusu, B. (2015a). Determinants of academic performance among senior high school (SHS) students in the Ashanti Mampong municipality of Ghana. International Journal of Academic Research and Reflection, 3(3), 33-48.
  • Twum Ampofo, E., & Osei-Owusu, B. (2015b). Students’ academic performance as mediated by students’ academic ambition and effort in the public senior high schools in Ashanti Mampong Municipality of Ghana. International Journal of Academic Research and Reflection, 3(5), 19-35.
  • Yeung, A. S. (2011). Student self-concept and effort: gender and grade differences. Educational Psychology, 31(6), 749-772.
  • Yeung, A. S., & McInerney, D.M. (2005). Students’ school motivation and aspiration over high school years. Educational Psychology, 25, 537–554.
  • Zimmerman, B. J., & Risenberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. Phye (Ed), Handbook of academic learning (pp. 105-125). New York: Academic Press.

Foreign language learning effort levels of students in English for Specific Purposes

Year 2020, Volume: 16 Issue: 3, 1352 - 1367, 01.10.2020
https://doi.org/10.17263/jlls.803772

Abstract

The study aims to investigate foreign language learning effort levels of students in English for Specific Purposes. In the study, quantitative research and survey method were applied. 385 students studying at a faculty of tourism and taking vocational English course at a state university in Turkey participated in the study voluntarily. Foreign Language Learning Effort Scale (FLLES) was used to collect data. At the end of the study, the students’ level of non-compliance was at “never” level, their procedural, focal and overall effort levels were at “often” level and their substantive effort level was at “sometimes” level. While there was no significant difference in non-compliance and overall effort levels of the students, there was a significant difference in their procedural, substantive and focal effort levels in terms of their gender and age. There was no significant difference in non-compliance, procedural, substantive and overall effort levels of the students but there was a significant difference in their focal effort levels in terms of their education type. There was not a significant difference in non-compliance, procedural and substantive effort levels of the students; however, there was a significant difference in their focal and overall language learning effort levels in terms of their department. There was a significant difference in non-compliance, procedural, substantive, focal and overall language learning effort levels of the students in terms of their achievement.

References

  • Adamuti-Trache, M., & Sweet, R. (2013). Academic effort and achievement in science: Beyond a gendered relationship. Research in Science Education, 43, 2367-2385.
  • Agbuga, B., & Xiang, P. (2008). Achievement goals and their relations to self-reported persistence/effort in secondary physical education: A trichotomous achievement goal framework. Journal of Teaching in Physical Education, 27(2), 179-191.
  • Al Shaye, R., Yeung, A. S., & Suliman, R. (2014). Saudi female students learning English: Motivation, effort, and anxiety. The International Journal of Learner Diversity and Identities, 20(4), 1-13.
  • Aratibel, A. P., & Bueno-Alastuey, C. (2015). The influence of socio-economic background, personal effort and motivation on English proficiency. Huarte de San Juan. Filología y Didáctica de la Lengua, 15, 43-65.
  • Awang-Hashim, R., O'Neil, H. F. & Hocevar, D. (2002). Ethnicity, effort, self-efficacy, worry, and statistics achievement in Malaysia: A construct validation of the state-trait motivation model. Educational Assessment, 8, 341-364.
  • Bozick, R. N., & Dempsey T. L. (2010). Effort. In Rosen, J. A., Glennie, E. J., Dalton, B. W., Lennon, J. M. & R. N., Bozick (Eds.), Noncognitive skills in the classroom: New perspectives on educational research (pp. 39-68). Research Triangle Park, NC: RTI International.
  • Carbonaro, W. (2005). Tracking, student effort, and academic achievement. Sociology of Education, 78, 27-49.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Cole, J. S., Bergin, D. A., & Whittaker, T. A. (2008). Predicting student achievement for low stakes tests with effort and task value. Contemporary Educational Psychology, 33, 609-624.
  • Connelly, P. (2008). A critical review of some recent developments in quantitative research on gender and achievement in the United Kingdom. British Journal of Sociology of Education, 29(3), 249-260.
  • Çavuşoğlu Deveci, C., Arslan Buyruk, A., Erdoğan, P. ve Yücel Toy, B. (2016). İngilizce konuşma becerisinin öğretimine ilişkin ihtiyaçların değerlendirilmesi. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(14), 915-934.
  • Didia, D., & Hasnat, B. (1998). The determinants of performance in the university introductory finance course. Financial Practice and Education, 8(1), 102-107.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
  • Evin Gencel, İ. ve Satmaz, İ (2017). Öğretmen adaylarının üstün yetenekli öğrencilerin eğitimine yönelik tutumları. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 7(14), 49-61.
  • Genç, G. (2016). Attributions to success and failure in English language learning: The effects of gender, age and perceived success. European Journal of Education Studies, 2(12), 25-43.
  • Hemmings, B., & Kay, R. (2010). Prior achievement, effort, and mathematics attitude as predictors of current achievement. The Australian Educational Researcher, 37(2),41-58.
  • Hsu, S. (2005). Business English learning motivation and effort on proficiency among junior college students. Nanya Education Report, 25, 119–131.
  • Inagaki, Y. (2014, March). A mediator between motives and learning effort: The role of acquisition goals in motivational process of foreign language learners. Paper presented at the Global Summit on Education GSE, Kuala Lumpur, Malaysia. Retrieved from https://worldconferences.net/proceedings/gse2014/toc/papers_gse2014/G%20156%20-%20YOSHINORI%20INAGAKI_A%20MEDIATOR%20BETWEEN%20MOTIVES%20AND%20LEARNING%20EFFORT_read.pdf
  • Işık, İ. (2014). Yokluk hipotezi anlamlılık testi ve etki büyüklüğü tartışmalarının psikoloji araştırmalarına yansıması. Eleştirel Psikoloji Bülteni, 5, 55-80.
  • Karabıyık, C., & Mirici, İ. H. (2018). Development and validation of the foreign language learning effort scale for Turk¬ish tertiary-level students. Educational Sciences: Theory & Practice, 18, 373-395. http://dx.doi.org/10.12738/estp.2018.2.0010.
  • Karasar, N. (2003). Bilimsel araştırma yöntemleri. (12nd ed.). Ankara: Nobel Yayın Dağıtım.
  • Kelly, S. (2008). What types of student effort are rewarded with high marks? Sociology of Education, 81(1), 32–52.
  • Kotrlik, J. W., & Williams, H. A. (2003). The incorporation of effect size in information technology, learning, and performance research. Information Technology, Learning, and Performance Journal, 21(1), 1-7.
  • Li, L. K. Y. (2012). A study of the attitude, self-efficacy, effort and academic achievement of CityU students towards research methods and statistics. Discovery-SS Student E-Journal, 1, 154-183.
  • McMullen, K. (2004). The gap in achievement between boys and girls. Education Matters, 4. Ottawa: Statistics Canada. http://www.statcan.gc.ca/pub/81-004-x/200410/7423-eng.htm.
  • Opare, J. A., & Dramanu, B. Y. (2002). Students’ academic performance: Academic effort as an intervening variable. IFE PsychologIA, 10(2), 136-148.
  • Özer, S. (2019a). An investigation of attitude, motivation and anxiety levels of students studying at a faculty of tourism towards vocational English course. Journal of Language and Linguistic Studies, 15(2), 560-577. Doi: 10.17263/jlls.586246.
  • Özer, S. (2019b). Self-efficacy perceptions of vocational students about cognitive objectives of English language course. Maarif Mektepleri International Journal of Educational Sciences, 3(2), 1-16.
  • Özer, S., & Yılmaz, E. (2016). Students’ attitudes towards vocational foreign language course. International Journal of Contemporary Educational Research, 3(2), 55-64.
  • Özsoy, S., & Özsoy, G. (2013). Eğitim araştırmalarında etki büyüklüğü raporlanması. İlköğretim Online, 12(2), 334-346.
  • Phan, H. P. (2008). Exploring students’ reflective thinking practice, processing strategies, efforts and achievement goal-orientation. Educational Psychology, 29(3), 297-313.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
  • Tekin, H. (2002). Eğitimde ölçme ve değerlendirme. Ankara: Yargı Yayıncılık.
  • Twum Ampofo, E., & Osei-Owusu, B. (2015a). Determinants of academic performance among senior high school (SHS) students in the Ashanti Mampong municipality of Ghana. International Journal of Academic Research and Reflection, 3(3), 33-48.
  • Twum Ampofo, E., & Osei-Owusu, B. (2015b). Students’ academic performance as mediated by students’ academic ambition and effort in the public senior high schools in Ashanti Mampong Municipality of Ghana. International Journal of Academic Research and Reflection, 3(5), 19-35.
  • Yeung, A. S. (2011). Student self-concept and effort: gender and grade differences. Educational Psychology, 31(6), 749-772.
  • Yeung, A. S., & McInerney, D.M. (2005). Students’ school motivation and aspiration over high school years. Educational Psychology, 25, 537–554.
  • Zimmerman, B. J., & Risenberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. Phye (Ed), Handbook of academic learning (pp. 105-125). New York: Academic Press.
There are 38 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Selda Özer

Publication Date October 1, 2020
Published in Issue Year 2020 Volume: 16 Issue: 3

Cite

APA Özer, S. (2020). Foreign language learning effort levels of students in English for Specific Purposes. Journal of Language and Linguistic Studies, 16(3), 1352-1367. https://doi.org/10.17263/jlls.803772
AMA Özer S. Foreign language learning effort levels of students in English for Specific Purposes. Journal of Language and Linguistic Studies. October 2020;16(3):1352-1367. doi:10.17263/jlls.803772
Chicago Özer, Selda. “Foreign Language Learning Effort Levels of Students in English for Specific Purposes”. Journal of Language and Linguistic Studies 16, no. 3 (October 2020): 1352-67. https://doi.org/10.17263/jlls.803772.
EndNote Özer S (October 1, 2020) Foreign language learning effort levels of students in English for Specific Purposes. Journal of Language and Linguistic Studies 16 3 1352–1367.
IEEE S. Özer, “Foreign language learning effort levels of students in English for Specific Purposes”, Journal of Language and Linguistic Studies, vol. 16, no. 3, pp. 1352–1367, 2020, doi: 10.17263/jlls.803772.
ISNAD Özer, Selda. “Foreign Language Learning Effort Levels of Students in English for Specific Purposes”. Journal of Language and Linguistic Studies 16/3 (October 2020), 1352-1367. https://doi.org/10.17263/jlls.803772.
JAMA Özer S. Foreign language learning effort levels of students in English for Specific Purposes. Journal of Language and Linguistic Studies. 2020;16:1352–1367.
MLA Özer, Selda. “Foreign Language Learning Effort Levels of Students in English for Specific Purposes”. Journal of Language and Linguistic Studies, vol. 16, no. 3, 2020, pp. 1352-67, doi:10.17263/jlls.803772.
Vancouver Özer S. Foreign language learning effort levels of students in English for Specific Purposes. Journal of Language and Linguistic Studies. 2020;16(3):1352-67.