LINGUIST List 28.3330
Mon Aug 07 2017
Diss: Antecedents and Outcomes of Self-determined Engagement in Turkish EFL Classrooms: A Mixed Method Approach
Editor for this issue: Yue Chen <yuelinguistlist.org>
Date: 06-Aug-2017
From: Ali Dincer <dincer
ualberta.ca>
Subject: Antecedents and Outcomes of Self-determined Engagement in Turkish EFL Classrooms: A Mixed Method Approach
E-mail this message to a friend Institution: Atatürk Üniversitesi
Program: English Language Teaching
Dissertation Status: Completed
Degree Date: 2014
Author: Ali Dincer
Dissertation Title: Antecedents and Outcomes of Self-determined Engagement in Turkish Efl Classrooms: A Mixed Method Approach
Linguistic Field(s): Applied Linguistics
Subject Language(s):
English (eng) Dissertation Director:
Savas Yesilyurt
Kimberly A. Noels
Dissertation Abstract:
The purpose of this study was to explore antecedents and outcomes of English as a Foreign Language (EFL) learners’ self-determined classroom engagement within a self-system model of motivation process development framework. Grounded on the modern motivation theory, Self-determination theory (Deci & Ryan, 1985), a mixed-method research was conducted with 412 EFL learners answering self-report questionnaires and randomly chosen 18 interviewees in preparatory classes of a foreign-languages vocational school at a medium-scaled Turkish university. Data triangulation showed that quantitative and qualitative findings were consistent with one another according to general tendencies about context (perceived autonomy-support), self (basic psychological needs), action (behavioural, emotional, agentic and cognitive engagement) and outcome (achievement and attendance) variables. The hypothesized path models among context, self, action and outcome, highlighted that learners’ perceptions of classroom social context facilitate or undermine their intrinsic desires to act, which in turn have a substantial impact on their achievement and attendance in English language course. Themes from the interviews also underscored that course teacher is a motivation supporter in EFL classrooms and plays a pivotal role in learners’ self-related ideas, multi-dimensional classroom engagement and positive outcomes in English course. By presenting details on underlying structures of EFL learners’ motivational self-systems within antecedents and outcomes of classroom engagement framework, it provided significant insights into many questions about classroom engagement. The findings of the study have implications for those in charge of English as a foreign language teaching who want to foster learners’ engagement more or have to cope with a high number of unmotivated language learners in their classrooms.
Page Updated: 07-Aug-2017