Exploring the relationship between self-regulated learning and course engagement of EFL learners in online education
[ X ]
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Çağ Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı küresel korona virüs krizi nedeniyle çevrimiçi öğrenim gören ortaokul öğrencilerinin öz düzenleme becerileri ve derse olan bağlılıkları arasındaki ilişkiyi incelemektir. Öğrencilerin öz-düzenleme becerilerini gözlemleyebilmek için Çevrimiçi Öz-düzenleme Ölçeği, derse olan bağlılıkları için ise Çevrimiçi Öğrenme Ortamlarında Öğrenci Bağlılık Ölçeği kullanılmıştır. Hem Çevrimiçi Öz-düzenleme Ölçeği hem de Çevrimiçi Öğrenme Ortamlarında Öğrenci Bağlılık Ölçeği İngilizceyi ikinci yabancı dil olarak öğrenen 153 ortaokul öğrencisine uygulanmıştır. Ölçeklerden elde edilen veriler çalışmanın alt problemleriyle karşılaştırılmıştır. Verilerin tanımlayıcı analizi ve korelasyon değeri SPSS programı kullanılarak hesaplanmıştır. Ölçekten elde edilen sonuçların cinsiyete göre fark edip etmediği T-test kullanılarak analiz edilmiştir. Sınıf farklılığını analiz etmek için ise One-way Anova kullanılmıştır. Öğrencilerin öz-düzenleme seviyeleri ortalamanın üzerinde değildir. Ayrıca hem öz düzenleme becerileri hem de derse olan bağlılık kapsamında cinsiyet ve sınıf seviyesi açısından anlamlı bir fark görülmemektedir. Araştırmaya katılan öğrencilerin derse olan bağlılığı ortalama seviyededir. Derse olan bağlılık ve öz düzenleme arasındaki ilişkiye bakılınca ise, belirtilen kavramlar arasında olumlu yönde ortalama bir ilişki vardır.
The main aim of this thesis was to examine the relationship between students' self-regulation and their engagement to the course. These students had to take online courses because of global corona virus crisis. Online Self-regulation Questionnaire was used to determine the participants' self-regulation and Student's Engagement Scale in Online Learning Environment was exerted to actuate EFL learners' engagement to course. Both Online Self-Regulation Questionnaire and Student's Engagement Scale in Online Learning Environment were applied to 153 secondary school EFL learners. The data collected from the scales was compared to the sub-problems identified in the study. The SPSS program was used to state descriptive statistics of the scales and correlation coefficient was used to calculate the relationship between the data obtained from the scales. T-test was used to analyse whether the results of the Student's Engagement Scale in Online Learning Environment and Online Self-regulation Scale showed a significant difference. One-way Anova tested if the scores acquired from these scales indicated an important difference by their grade levels. Self-regulation levels of the students are not higher than the average. Also, no significant result was found among gender, grade level and self-regulation as in the case of gender, grade level and student engagement. At the end of the research, the student engagement level of the students taking part in the research equalled to average. As for the relationship between students' self-regulation and engagement, it was found that there was a positive moderate relationship between them.
The main aim of this thesis was to examine the relationship between students' self-regulation and their engagement to the course. These students had to take online courses because of global corona virus crisis. Online Self-regulation Questionnaire was used to determine the participants' self-regulation and Student's Engagement Scale in Online Learning Environment was exerted to actuate EFL learners' engagement to course. Both Online Self-Regulation Questionnaire and Student's Engagement Scale in Online Learning Environment were applied to 153 secondary school EFL learners. The data collected from the scales was compared to the sub-problems identified in the study. The SPSS program was used to state descriptive statistics of the scales and correlation coefficient was used to calculate the relationship between the data obtained from the scales. T-test was used to analyse whether the results of the Student's Engagement Scale in Online Learning Environment and Online Self-regulation Scale showed a significant difference. One-way Anova tested if the scores acquired from these scales indicated an important difference by their grade levels. Self-regulation levels of the students are not higher than the average. Also, no significant result was found among gender, grade level and self-regulation as in the case of gender, grade level and student engagement. At the end of the research, the student engagement level of the students taking part in the research equalled to average. As for the relationship between students' self-regulation and engagement, it was found that there was a positive moderate relationship between them.
Açıklama
Sosyal Bilimler Enstitüsü, İngiliz Dili Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
