THE USE OF SELF-REGULATED L2 LEARNING STRATEGIES BY FRESHMEN STUDENTS IN THE TURKISH UNIVERSITY CONTEXT
| dc.contributor.author | SAYKI, Kadriye Nur | |
| dc.date.accessioned | 2022-10-09T06:56:34Z | |
| dc.date.available | 2022-10-09T06:56:34Z | |
| dc.date.issued | JULY 2022 | en_US |
| dc.date.submitted | 2022 | |
| dc.department | Meslek Yüksek Okulu | en_US |
| dc.description.abstract | Learning and teaching methods in a foreign language have changed for decades. Thus, the role of learners has become more active in the L2 learning process. In addition, self-concepts have come into prominence with regard to the role of learners in the process and learners need to use some L2 learning strategies. Additionally, self- regulation has a significant role in this process. In this sense, this study aimed to determine the level of freshmen students‟ self-regulated L2 learning strategies use. The purpose of the study was also to identify which self-regulated L2 learning strategies are used the most and the least by freshmen students. The study also aimed to determine whether there are significant differences in the use of self-regulated L2 learning strategies by freshmen learners in terms of gender, department and the type of high school. The study was conducted with 323 freshmen students at a private university in Kayseri, Turkey. And, convenience sampling was used to select participants. In this quantitative survey-based research study, a Self-Regulated L2 Learning Strategy Use Scale was used to collect data. Data were analysed by using SPSS 23.00. The results of the study showed that freshmen students usually use self-regulated L2 learning strategies. Results also revealed that the most used Self-Regulated L2 Learning strategies are meta-cognitive strategies while the least used Self-Regulated L2 Learning strategies are cognitive strategies. Furthermore, results showed that there is a statistically significant difference between freshmen students‟ use of self-regulated L2 learning strategies in terms of gender. According to the department, there is also a statistically significant difference between freshmen students‟ self-regulated L2 learning strategies. However, there is not a statistically significant difference between freshmen students‟ use of self-regulated L2 learning in terms of the type of high school. | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.12507/1755 | |
| dc.identifier.yoktezid | 750131 | |
| dc.language.iso | en | |
| dc.publisher | ÇAĞ ÜNİVERSİTESİ SOSYAL BİLİMLER ENSTİTÜSÜ | en_US |
| dc.relation.publicationcategory | Tez | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | Language learning strategies, self-regulation, self-regulated L2 learning strategies, freshmen students | en_US |
| dc.title | THE USE OF SELF-REGULATED L2 LEARNING STRATEGIES BY FRESHMEN STUDENTS IN THE TURKISH UNIVERSITY CONTEXT | |
| dc.type | Art Thesis |
