SavedAdd your journal

Journals / Bayburt Eğitim Fakültesi Dergisi / 2020 / Cilt: 15 - Sayı: 29

Motivation Obstacles Survey for Learning Turkish as a Foreign Language: Study for Adaptation to Turkish

Türkçeyi Yabancı Dil Olarak Öğrenenlere Yönelik Motivasyon Engelleri Ölçeği: Türkçeye Uyarlama Çalışması

Hatice ALTUNKAYA
Emrah BOYLU
Pages
186–203
Publication Date
2020-06-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In light of these findings, it was concluded that Motivation Obstacles Survey for Learning Turkish as a Foreign Language is a valid and reliable scaling tool that could be used by researchers and teachers in the field of teaching Turkish as a foreign language.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to adapt the scale developed by Kikushi and Sakai (2009) to identify the motivation barriers of Japanese students who learn English, and to determine the psychometric properties of the scale.
📊
Key Findings & Data:Research’s study group consisted of 237 students enrolled in Aydın University TOMER in the academic year of 2017-2018.
💡
Conclusion & Impact:In light of these findings, it was concluded that Motivation Obstacles Survey for Learning Turkish as a Foreign Language is a valid and reliable scaling tool that could be used by researchers and teachers in the field of teaching Turkish as a foreign language.
🔬Design:Survey & Empirical Study
📍Scope:2009 Verileri
⚙️Variables:Motivasyon · Motivasyon engeli · yabancı dil olarak Türkçe

Abstract

The aim of this study is to adapt the scale developed by Kikushi and Sakai (2009) to identify the motivation barriers of Japanese students who learn English, and to determine the psychometric properties of the scale. Research’s study group consisted of 237 students enrolled in Aydın University TOMER in the academic year of 2017-2018. As result of the analyses conducted, scale reliability was deduced as Cronbach Alpha = 0.861. As result of the factor analysis, variables were grouped under 4 factors with a total explained variance of 49.61%. Cronbach Alpha values with respect to these factors were found as 0.77; 0.74; 0.75; and 0.72, respectively. In light of these findings, it was concluded that Motivation Obstacles Survey for Learning Turkish as a Foreign Language is a valid and reliable scaling tool that could be used by researchers and teachers in the field of teaching Turkish as a foreign language.

Özet

Bu çalışmanın amacı, Kikushi ve Sakai (2009) tarafından İngilizce öğrenen Japon öğrencilerin motivasyon engellerini belirlemeye yönelik geliştirilen ölçeğin, yabancı dil olarak Türkçe öğrenenlere yönelik uyarlanması ve psikometrik özelliklerinin tespit edilmesidir. Araştırmanın çalışma grubunu, 2017-2018 eğitim-öğretim yılında İstanbul Aydın Üniversitesi Aydın TÖMER’de öğrenim gören 237 öğrenci oluşturmuştur. Yapılan analizler neticesinde ölçeğe ait güvenirlik katsayısı 0,861 olarak bulunmuştur. Faktör analizi sonucunda değişkenler toplam açıklanan varyansı %49.61 olan 4 faktör altında toplanmıştır. Bu faktörlere ilişkin güvenirlik katsayıları sırasıyla 0,77; 0, 74; 0,75; 0,72 olarak bulunmuştur. Bu bulgular ışığında, Yabancı Dil Olarak Türkçe Öğrenenlere Yönelik Motivasyon Engelleri Ölçeği’nin yabancı dil olarak Türkçe öğretimi sahasında araştırmacılar ve öğreticiler tarafından kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu sonucuna varılmıştır.

🔖

Cite This Article

ALTUNKAYA, H., BOYLU, E. (2020). Motivation Obstacles Survey for Learning Turkish as a Foreign Language: Study for Adaptation to Turkish. Bayburt Eğitim Fakültesi Dergisi, Cilt: 15 - Sayı: 29, 186–203. https://ajindex.com/articles/55864

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (7)

  1. Akbaba, S. (2006). Eğitimde motivasyon. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 0 (13), 343-361.
  2. Aktan, S. (2012). Öğrencilerin akademik başarısı, özdüzenleme becerisi, motivasyonu ve öğretmenlerin öğretim stilleri arasında ilişki, Doktora Tezi, Balıkesir Üniversitesi Eğitim Bilimleri Enstitüsü.Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of Brown, T.A. (2006). Confirmatory factor analysis for applied research. The Gu¬ilford Press,
  3. New York, USA.Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, N. J.: Lawrence Erlbaum. Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42).
  4. Clevedon, England: Multilingual Matters.Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, England: Pearson Longman.Dörnyei, Z., 2001. Teaching and researching motivation. Longman, Harlow. Ergür, D. O. (2002). Yabancı Dil Öğreniminde Motivasyon Kaynakları. Eğitim ve Bilim. Cilt 27, Sayı 126 (38-42)Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34(4), 343-357.
  5. Froiland, J. M., & Oros, E. (2014). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology, 34(2), 119–132. doi: 10.1080/01443410.2013.822964.Hidi, S. (2015). Revisiting the role of rewards in motivation and learning: Implications of neuroscientific research. Educational Psychology Review, 1–33. doi: 10.1007/s10648-015- 9307-5.Hooper D., Coughlan J., Mullen M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.Hox, J. J., & Bechger, T. M. (1998). An ıntroduction to structural equation modeling. Family Science Review, 11, 354–373.Kable, J. W., & Glimcher, P. W. (2007). The neural correlates of subjective value during intertemporal choice. Nature Neuroscience, 10(12), 1625–1633. doi: 10.1038/nn2007.Karasar, N. (2000). Bilimsel araştırma yöntemi (10. Baskı). Ankara:
  6. Nobel Yayınları.
  7. Keller, J. M. (1983). Motivational design of instruction. C. M. Reigeluth (Ed.), Instructional- design theories and models: An overview of their current status içinde (ss.383-434). M