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İngilizce Dil Öğreniminde Temel Psikolojik İhtiyaçların Engellenmesi: Cinsiyet, Yeterlilik ve Başarı Deneyimlerinin Rolünün İncelenmesi

Basic Psychological Needs Frustration in English Language Learning: Exploring the Role of Gender, Proficiency, and Failure Experiences

Gökhan Kayır(MANISA CELAL BAYAR UNIVERSITY, FACULTY OF EDUCATION)0000-0002-9830-0006
Hüsem Korkmaz(Manisa Celal Bayar University School of Foreign Languages)0000-0002-5759-7392
Sayfa
29–44
Yayın Tarihi
2025-10-28
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Katılımcıların en yüksek engellenme puanlarını özerklik engellenmesi alt boyutundan aldıkları görülürken, en düşük engellenme puanı ise bağlılığın engellenmesi alt boyutunda gözlemlenmiştir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Öz-belirleme Kuramına göre öğrenenler, bireyin temel psikolojik ihtiyaçları olan yeterlilik, özerklik ve bağlılık gereksinimleri karşılanmadığında öğrenme motivasyonları azalır ve dil öğrenme süreçleri sekteye uğrar.
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Temel Bulgular & Veri:Araştırmanın amaçları doğrultusunda katılımcıların belirlenmesinde amaçlı örnekleme yöntemi kullanılmış ve çalışma Türkiye’deki bir devlet üniversitesinin hazırlık programında öğrenim gören 317 öğrenciden toplanan verilerle gerçekleştirilmiştir.
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Sonuç & Katkı:Katılımcıların en yüksek engellenme puanlarını özerklik engellenmesi alt boyutundan aldıkları görülürken, en düşük engellenme puanı ise bağlılığın engellenmesi alt boyutunda gözlemlenmiştir.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:İngilizce öğrenme · öz-belirleme kuramı · temel psikolojik ihtiyaçların engellenmesi

Özet

Öz-belirleme Kuramına göre öğrenenler, bireyin temel psikolojik ihtiyaçları olan yeterlilik, özerklik ve bağlılık gereksinimleri karşılanmadığında öğrenme motivasyonları azalır ve dil öğrenme süreçleri sekteye uğrar. Bu nedenle bu temel ihtiyaçların karşılanması ve engellenmemesi yabancı dil öğreniminde büyük öneme sahiptir. Bu çalışmanın amacı Türkiye’de yabancı dil olarak İngilizce öğrenen üniversite öğrencilerinin temel psikolojik ihtiyaçlar açısından yaşadıkları hayal kırıklıklarını cinsiyetlerine, dil yeterlilik düzeylerine ve başarısızlık deneyimlerine göre incelemektir. Araştırmanın amaçları doğrultusunda katılımcıların belirlenmesinde amaçlı örnekleme yöntemi kullanılmış ve çalışma Türkiye’deki bir devlet üniversitesinin hazırlık programında öğrenim gören 317 öğrenciden toplanan verilerle gerçekleştirilmiştir. Araştırma sonuçlarına göre öğrencilerin cinsiyetleri ve yabancı dil düzeyleri temel psikolojik ihtiyaçların engellenmesi açısından anlamlı bir etkiye sahip değilken, katılımcıların geçmişteki başarısızlık deneyimlerinin özerkliğin engellenmesi açısından anlamlı bir fark yarattığı saptanmıştır. Katılımcıların en yüksek engellenme puanlarını özerklik engellenmesi alt boyutundan aldıkları görülürken, en düşük engellenme puanı ise bağlılığın engellenmesi alt boyutunda gözlemlenmiştir. Çalışma sonuçlarına göre İngilizce öğrenenlerin özerkliklerinin artırılması ve temel psikolojik ihtiyaçlarının engellenmesinin ortadan kaldırılması için ders içeriklerinin öğretim yöntemlerinin ve eğitmen yeterliliklerinin artırılması önerilmektedir.

Abstract

According to Self-determination Theory, when learners feel frustrated in the core dimensions of the basic psychological needs as competence, autonomy, and relatedness, their learning motivation decreases and the language learning process fails. This study aims to examine the frustrations of university students learning English as a foreign language in Türkiye in terms of basic psychological needs according to their gender, language proficiency level and failure experiences. In line with the research objectives, criterion sampling method was adopted while determining the participants. Adopting a correlational research design, the study was conducted with data collected from 317 students studying in the English language prepratory program at a state university in Türkiye. According to the results of the research, the students’ gender and foreign language level do not have an effect in terms of frustration of basic psychological needs. However, the fact that students receive education at the same language level again due to their past failures creates a significant difference in terms of frustration of autonomy. While it was observed that the participants received the highest frustration scores from the frustration of autonomy subscale, the lowest was the frustration of relatedness. According to the results of the study, it is recommended that course content, teaching methods and instructor competencies be increased in order to increase learner autonomy, and eliminate the frustration of the basic psychological needs of English language learners.

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Bu Makaleye Atıf Yap

Kayır, G., Korkmaz, H. (2025). İngilizce Dil Öğreniminde Temel Psikolojik İhtiyaçların Engellenmesi: Cinsiyet, Yeterlilik ve Başarı Deneyimlerinin Rolünün İncelenmesi. Batı Anadolu Eğitim Bilimleri Dergisi, Cilt: 16 Sayı: Special issue 4 - SUSTAINABILITY ON EDUCATION Özel Sayı, 29–44. https://doi.org/10.51460/baebd.1671163

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