The Effects of Autonomy-Supportive Climates on EFL Learner's Engagement, Achievement and Competence in English Speaking Classrooms

Dinçer, Ali; Yeşilyurt, Savaş; Takkaç, Mehmet

doi:10.1016/j.sbspro.2012.06.167

Cited by 33 publications

(27 citation statements)

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“…Hence, it can be said that the hypothesis of the study "an autonomy-supportive learning climate in which students are supported by an autonomy-supportive instructor would lead to greater academic achievement, greater perceived competence and engagement for ESP course" was confirmed. This finding is consistent with the study of Dinçer, Yeşilyurt and Takkaç (2012) which found as a result of correlation analysis that autonomy-supportive climate was positively correlated with perceived competence, course engagement and course achievement. Similarly, Marshik, Ashton and Algina (2017) found in their study that teachers' autonomy support and students perceived academic competence were positively associated with students' achievement in reading.…”

Section: Discussionsupporting

confidence: 92%

“…Besides, Allen et al (2013) found that classrooms that were thought as having positive learning climate and paying attention to adolescent needs, using various methods and focucing on problem solving were related to higher student success. Dinçer, Yeşilyurt and Takkaç (2012) investigated how autonomous learning climate affects students' engagement, achievement and competence in English speaking classrooms. As a result of correlation analysis, they found that autonomy-supportive climate was positively correlated with perceived competence, course engagement and course achievement.…”

Section: Literature Reviewmentioning

confidence: 99%

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Investigation of Self-Determination Theory in an Esp Course

Özüdooğru

2019

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Competence, autonomy and engagement are some of the components of self-determination theory. They are important components for students' cognitive and psychological development. This study aimed to find out if there is a relationship between academic achievement (AA), perceived competence (PC), perceived instructor autonomy-support (PIAS) and classroom engagement (CE) of English for Specific Purposes (ESP) students. Furthermore, how these four variables were affected by gender and type of high school graduated was investigated. This study is an exploratory correlational research. 204 college students attending a state university located in the west of Turkey participated in the study. Perceived Competence Scale, The Learning Climate Questionnaire (LCQ), Classroom Engagement Scale and students' grades in an ESP class were utilized to collect data. The data were analyzed via descriptive statistics, independent samples t-test, one-way ANOVA test and Pearson correlation test. As a result of the findings, it was found that perceived instructor autonomy-support had a significantly moderate and positive relationship with perceived competence, classroom engagement and academic achievement. Besides, it was revealed that gender only affected students' classroom engagement; however, type of high school had no impact on AA, PC, PIAS or CE.

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Section: Discussionsupporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

Investigation of Self-Determination Theory in an Esp Course

Özüdooğru

2019

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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“…Yeşilyurt (2008) found that students perceived English writing lessons as autonomy supportive. Dinçer, Yeşilyurt, and Takkac (2011) found in their study that students consider that their teachers exhibit autonomy-supporting attitudes and that they have a class climate that supports autonomy in English speaking classes. Kanadlı and Bağçeci (2015) found that students' perceived autonomy in English reading-writing and listening-speaking lessons were high in English preparatory classes.…”

Section: Resultsmentioning

confidence: 96%

Examining Factors Affecting Student Engagement in English Preparatory Classes According to Student Opinions

Karafil¹,

Oğuz²

2019

unibulletin

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This study aimed to determine the classroom engagement levels of university students studying English Preparatory Classes, and the factors affecting their engagement in the classes. In the study, survey method, which is one of the qualitative research methods, was employed. The population of the study consisted of students selected from Bilecik Seyh Edebali University's "Optional English Preparatory Classes" during 2016-2017 academic year. The sample of the study consisted of 67 students selected from the population through random sampling. Mixed method was used to obtain the data, with quantitative data obtained from 67 students, and qualitative data obtained from nine students determined by criterion sampling method. In the study, the "Classroom Engagement Scale for University Students" developed by Eryılmaz (2014), and the "Learning Climate Questionnaire" adapted to Turkish language by Kanadlı and Bağçeci (2016) were both employed. Qualitative data were collected through open-ended questions prepared by the researchers, and content analysis was performed in its analysis. As a result of the study, it was determined that the emotional and cognitive engagement levels of the students were at an appropriate level, and that behavioral engagement was at a slightly appropriate level. The students stated that personal factors, characteristics of the program, implementation of the program and factors related to teacher behavior affected their engagement in English language preparatory classes.

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“…Autonomysupportive climates are associated with teacher behaviours which facilitate students' learning, and most relatedly to intrinsic motivation, higher perceived competence, higher academic achievement and classroom engagement (Dincer, Yesilyurt, & Takkac, 2012). There is in fact a growing literature demonstrating that more autonomous teachers and learners have better outcomes in language acquisition (Little, 2009;Little, Ridley, & Ushioda, 2003;Nakata, 2010;Sao & Wu, 2007;Ushioda, 2010).…”

Section: Resultsmentioning

confidence: 99%

Prediction of ELT Students’ Academic (Language) Achievement: Language Learning Orientation and Autonomous Learning

Karataş¹,

Alcı²,

Yurtseven³

et al. 2015

IOJES

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Learner autonomy is frequently debated among English language teachers and scholars around the world. From the perspective of Self-determination theory, autonomy supported learning environment has close relation with intrinsic motivation, higher perceived competence and academic achievement. The present study aims to define the prediction level of ELT students' academic achievement using their language learning orientation and autonomous learning. The participants of the study were the undergraduate students from two different universities studying in English Language Teaching departments. Results show that there is a positive correlation between intrinsic motivation and academic achievement, and also between autonomous learning and academic achievement. The regression analysis shows that autonomous learning and intrinsic motivation predict academic achievement strongly.© 2015 IOJES. All rights reserved Keywords: 1 Language learning orientation, autonomous learning, intrinsic motivation, extrinsic motivation, academic achievement IntroductionIn a normal educational context learners are not willing to take responsibility for their learning process and will not find it easy to reflect critically on the learning process. That is why there is a need for an intervention in ongoing classroom practice to promote learner autonomy. Learner autonomy has been regarded as an ultimate goal of education for a long time (Benson, 2001(Benson, , 2009. Especially in second language learning, the concept has been argued to be socially driven (Smith & Ushioda, 2009). Freedom, choice, and negotiation are often identified as important factors for learner autonomy improvement (e. g., Lamb, 2009).Researches carried out on language learning have consistently showed that autonomous language learners sustain their learning with a strong motivation, beliefs in what works in learning and strategies that help learners achieve their language learning objectives, all of which are essential elements of autonomous language learning (Gao, 2006;Oxford, 2003Oxford, , 2008 Wenden, 1998Wenden, , 2002Yang, 1999;Zhang, 2003).For several decades, researchers in social psychology and education have recognized the importance of motivation as an undeniable factor for successful second language learning. In fact, affective variables, such as attitude, orientations, anxiety, and motivation, have been shown to be at least as important as language aptitude for predicting language achievement (Gardner, 1985).Self-determination theory (see Ryan & Deci, 2000 for a review) suggests that one key aspect of the classroom climate is autonomy support. There has been a considerable growth of interest in the theory and practice of autonomy in language teaching and learning as a consequence of the innovations that have taken Hakan Karatas, Bulent Alci, Nihal Yurtseven & Hatice Gulru Yuksel 161 place in recent years. The recent innovations such as learner centered, resource-based, technology-based, and communicative approaches make the point clear that learners should...

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The Effects of Autonomy-Supportive Climates on EFL Learner's Engagement, Achievement and Competence in English Speaking Classrooms

Cited by 33 publications

References 10 publications

Investigation of Self-Determination Theory in an Esp Course

Investigation of Self-Determination Theory in an Esp Course

Examining Factors Affecting Student Engagement in English Preparatory Classes According to Student Opinions

Prediction of ELT Students’ Academic (Language) Achievement: Language Learning Orientation and Autonomous Learning

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