Motivation to learn Turkish in foreign students with different thinking styles in terms of functional and formal aspects

Varışoğlu, Behice

doi:10.5897/err2018.3494

Cited by 3 publications

(1 citation statement)

References 19 publications

(17 reference statements)

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“…Although the level of the effect of the detected differences is low, this difference is in favor of female students. Some studies conducted in Turkey (Ertan, 2008;Pulat, 2010) and other countries (Chang, 2005;Demir, 2022;Mori & Gobel, 2006;Nikitina & Furuoka, 2005;Peacock, 1997;Varisoglu, 2018) have found that female students are more motivated in comparison to male students.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

The Relationship between University Students’ Foreign Language Learning Motivation and Anxiety

YILMAZ,

BABATÜRK,

İNALÖZ

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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Generally, when motivation is high, the anxiety of a person is reduced and success is increasing. One of the subjects related to learning in general, and language learning in particular, is related to "anxiety". The study is aimed at determining relations between foreign language learning motivation and anxiety of students. 305 students were involved in the relational survey model of the research. The participants of the research are students of B1 level who study in language preparation of Kyrgyz-Turkish Manas University. Data of the study were collected with the Motivation in Learning Turkish as a Foreign Language Scale and, Anxiety in Learning Turkish as a Foreign Language Scale. We used the descriptive statistics, t-test, ANOVA, and Pearson correlation coefficient for data analysis. The participants have the highest degree of motivation in the dimension of instrumental motivation and the lowest degree of motivation in the dimension of cultural motivation. Views of the participants on the internal motivation, instrumental motivation, and motivation to learn Turkish as a foreign language differ from each other according to their gender and views on instrumental motivation and their mother tongue as well. The participants feel the highest degree of anxiety in listening and having the lowest degree of motivation in writing. There are negative and significant relationships between the participants' internal motivation and their motivation to learn Turkish as a foreign language along with their anxiety about speaking, writing, and learning Turkish as a foreign language.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

The Relationship between University Students’ Foreign Language Learning Motivation and Anxiety

YILMAZ,

BABATÜRK,

İNALÖZ

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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Examining the relationship between the thinking styles and the motivation aspects of the individuals working in the health sector in Turkey during the COVID-19 pandemic: The case of hospital staff

ARSLAN

2023

Annales Médico-psychologiques, revue psychiatrique

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Motivational Factors in Multilingual Students' Learning Additional Languages: The Case of English and Turkish

Dinçer

2018

Eurasian Journal of Applied Linguistics

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APA Citation: Dincer, A. (2018). Motivational factors in multilingual students' learning additional languages: The case of English and Turkish. AbstractThe current study examined the relationships among motivational factors (i.e., motivation types and motivational strength, and language anxiety) in the simultaneous learning process of additional languages. A mixed-methods design was conducted with 86 multilingual learners learning both English and Turkish. The data were collected using a survey and follow-up open-ended questions about the motivational factors. There were three major findings of the study. First, the motivational factors in one language were positively correlated with the same factors in another. Second, although the learners' motivation (i.e., intrinsic, extrinsic and integrative) and motivational strength to continue their education showed no differences in both languages, their L2 anxiety towards learning additional languages was statistically different, in that learners were less anxious when learning English language than learning Turkish language. Third, multilingual learners' interest in learning other languages and willingness to integrate in the target language culture, the status quo of the target language in the global world and the level of unfamiliarity of the target language seem to play a role in the learners' beliefs of motivation, feeling in learning additional languages and intention to study languages. Overall, the study highlighted the role of multilingualism in learning English and Turkish. It also shed light on understanding L2 affective factors learning distinct L2s.

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Motivation to learn Turkish in foreign students with different thinking styles in terms of functional and formal aspects

Cited by 3 publications

References 19 publications

The Relationship between University Students’ Foreign Language Learning Motivation and Anxiety

The Relationship between University Students’ Foreign Language Learning Motivation and Anxiety

Examining the relationship between the thinking styles and the motivation aspects of the individuals working in the health sector in Turkey during the COVID-19 pandemic: The case of hospital staff

Motivational Factors in Multilingual Students' Learning Additional Languages: The Case of English and Turkish

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