KaydedilenlerDerginizi ekleyin

Dergiler / The Literacy Trek / 2022 / Cilt: 8 - Sayı: 2

Does developing research skills increase academic motivation among foreign language learners?

Ferdane DENKÇİ AKKAŞ
Işıl TEKİN
Selami AYDIN
Sayfa
142–164
Yayın Tarihi
2022-12-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

It was recommended that issues relating to research skills should be integrated into language course programs.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Abstract Academic motivation is one of the most significant affective factors in the learning of English as a foreign language (EFL).
📊
Temel Bulgular & Veri:In this experimental study, an information test for measuring their knowledge of EFL research and the Academic Motivation Scale were administered to 16 participants before and after the instruction process.
💡
Sonuç & Katkı:It was recommended that issues relating to research skills should be integrated into language course programs.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:English as a foreign language learning · research skills · academic motivation

Abstract

Abstract Academic motivation is one of the most significant affective factors in the learning of English as a foreign language (EFL). Moreover, research skills can be vital in foreign language learning and teaching processes. However, the number of studies on academic motivation, research skills, and the relationship between the two seems too limited to draw a conclusion. The current study aims to explore whether or how academic research skills and academic motivation are related. In this experimental study, an information test for measuring their knowledge of EFL research and the Academic Motivation Scale were administered to 16 participants before and after the instruction process. The results showed that developing foreign language research skills increases intrinsic motivation to experience stimulation among language learners. It was recommended that issues relating to research skills should be integrated into language course programs.

🔖

Bu Makaleye Atıf Yap

AKKAŞ, F. D., TEKİN, I., AYDIN, S. (2022). Does developing research skills increase academic motivation among foreign language learners?. The Literacy Trek, Cilt: 8 - Sayı: 2, 142–164. https://ajindex.com/articles/870825

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (11)

  1. Abu-Melhim, A. H., Abood, M. H., & Jezawi, H. K. (2017). Identifying primary psychological factors that affect post graduate students’ research in English. British Journal of Humanities and Social Sciences, 18(2), 95–101.
  2. Ariogul, S. (2009). Academic motivations of pre-service English language teachers. Hacettepe University Journal of Education, 36, 12–19.
  3. Chon, Y. V., & Shin, T. (2019). Profile of second language learners’ metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70, 62–75. https://doi.org/10.1016/j.lindif.2019.01.007
  4. Christophel, D. M., & Gorham, J. (1995). A test‐retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44(4), 292–306. https://doi.org/10.1080/03634529509379020
  5. Clark, M. H., & Schroth, C. A. (2010). Examining relationships between academic motivation and personality among college students. Learning and Individual Differences, 20(1), 19–24. https://doi.org/10.1016/j.lindif.2009.10.002
  6. Dikilitaş, K., & Bostancıoğlu, A. (2019). Inquiry and research skills for language teachers. Springer Nature. Dişlen Dağgöl, G. (2020). Perceived academic motivation and learner empowerment levels of EFL students in Turkish context. Participatory Educational Research, 7(3), 21–37. https://doi.org/10.17275/per.20.33.7.3
  7. Elmas, E., & Aydin, S. (2017). Pre-service foreign language teachers’ perceptions of research skills: A qualitative study. The Qualitative Report, 22(12), 3088–3101. https://doi.org/10.46743/2160-3715/2017.3194
  8. Erten, İ. H. (2014). Interaction between academic motivation and student teachers’ academic achievement. Procedia - Social and Behavioral Sciences, 152, 173–178. https://doi.org/10.1016/j.sbspro.2014.09.176
  9. Ferri, M. N., & Wilches, J. U. (2005). Evaluating research skills development in a Colombian undergraduate foreign language teaching program. Íkala, 10(1), 95–125.
  10. Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35(5), 1111–1122. https://doi.org/10.1016/j.adolescence.2012.02.016
  11. Griffee, D. T. (2012). An introduction to second language research methods. TESL-EJ Publications. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research.