Bağımsız yabancı dil öğrenme, öğrenme stilleri ve bazı değişkenler arasındaki ilişkinin araştırılması

Abstract

ABSTRACT. The purpose of this study is, firstly, to determine the levels of university students' autonomous learning capacity and learning style preferences and their relationship with gender, age and each other. Secondly, it is aimed to increase the knowledge level of the students about these two topics through some education activities and lastly, to determine the principles of establishing a self-access center for foreign language learners where students can study on their own. The sample group of the study consisted of 408 students. A background questionnaire, "Autonomous Learning Capacity Questionnaire" and "Kolb's Learning Style Questionnaire" were used to collect data. The data were used to provide a descriptive and correlational analysis. The results show that almost half of the students have relatively high autonomous learning capacity, most of the students are divergers and least number of students are assimilators in terms of learning styles. It was also found that there is a significant relationship between autonomous learning capacity and gender; but there is no significant relationship between learning styles preferences with age and gender. Furthermore, there are no significant differences between autonomous learning capacity and learning style preferences.

Exploring the Relationship Between Personality Traits and e-Learning Autonomy of Distance Education Students

“…But no significant differences were found for gender and age. Contrary to this finding, Gülten (2015) found a statistically significant relationship between autonomous learning capacity and gender in favor of females. However, no significant relationship was found between autonomous learning capacity and learning style.…”

“…The findings are discussed with related literature for each three RQ respectively. Regarding gender difference, Firat (2016) and Fotiadou et al (2017) report no significant difference between genders for autonomy, while Gülten (2015) reports a significant difference in favour of females. In this study, a significant difference was also found between genders regarding e-learning autonomy but ran in favour of males.…”

The Learning Style Preferences and the Effect of Self-Controlled Learning Status of Sports Sciences Students on Their Academic Achievement

“…Her bireyin kişilik özellikleri, zekâsı, deneyimleri ve yaşadığı, iletişimde bulunduğu çevre farklıdır. Bu sebeple öğrenme kişiye özgüdür (Babadoğan, 2000;Can, 2011). Bu durum bireysel farklılıklardan kaynaklanmaktadır.…”

Spor Bilimleri Fakültesinde Öğrenim Gören Öğrencilerin Öğrenme Tercihlerinin İncelenmesi

“…Çünkü toplumun cinsiyet rolleri, toplumu oluşturulan dinamiklerden biridir(Sankır, 2010). Ulaşılan sonuçtan farklı olarakCan (2011), araştırmasında cinsiyete göre öğrenme stillerinde anlamlı farklılık olmadığını tespit etmiştir Ames (2003). de, erkeklerin ayrıştıran öğrenme stili puanlarının kadınlara göre daha yüksek olduğu sonucuna ulaşmıştır.Bölüm değişkenine göre algısal öğrenme stillerini belirlemek amacıyla yapılan analiz sonucunda, hareketsel öğrenme stilinde anlamlı farklılık olduğu tespit edilmiştir.…”