28.3330, Diss: Antecedents and Outcomes of Self-determined Engagement in Turkish EFL Classrooms: A Mixed Method Approach

[The LINGUIST List]

LINGUIST List: Vol-28-3330. Mon Aug 07 2017. ISSN: 1069 - 4875.

Subject: 28.3330, Diss: Antecedents and Outcomes of Self-determined Engagement in Turkish EFL Classrooms: A Mixed Method Approach

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Date: Mon, 07 Aug 2017 10:03:30
From: Ali Dincer [dincer at ualberta.ca]
Subject: Antecedents and Outcomes of Self-determined Engagement in Turkish EFL Classrooms: A Mixed Method Approach

 
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(s):
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.




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