Üniversite İngilizcesi Hazırlık Öğrencilerinin İngilizce Düzeylerine ve VAK Öğrenme Biçemlerine Göre Öz Yeterlikleri: Hibrit Eğitim Bağlamında Bir Araştırma

Abstract

This study examines whether English preparatory school students' selfefficacy beliefs differ according to their English levels and VAK learning modalities when the metacognitive self-regulation skills test scores are controlled. The research was designed as a correlational survey design consisting of 159 students studying in English preparatory schools at two foundation universities in Istanbul. Motivational Strategies for Learning Scale Turkish adaptation was done by Altun and Erden (2006) and BIG16 inventory developed by Şimşek (2002), were used as data collection tools in the research. Since metacognitive self-regulation was the control variable and there was a dependent variable and two independent variables, the data were analyzed with the factorial covariance analysis (ANCOVA) test. As a result of the research, when the metacognitive selfregulation skills test scores of English preparatory school students were controlled, it was revealed there was no significant difference between their English level and self-efficacy beliefs. There was a significant difference in terms of VAK learning styles, and no significant difference was detected depending on the common effect of both. According to VAK learning styles, it was concluded that the group with the highest selfefficacy belief was kinesthetic learners, and the lowest group was visual learners in a hybrid education context.