Araştırma Makalesi
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Understanding the Reasons for Class Repetition in an English Language Preparatory Department

Yıl 2019, Cilt: 7 Sayı: 3, 51 - 61, 24.06.2019

Ahmet Erdost Yastıbaş

https://doi.org/10.18506/anemon.463550

Öz

Repeaters
experienced some unknown difficulties in learning English in the English
language preparatory department (ELPD) of a Turkish university. Therefore, the
present study aimed to find out what the difficultieswere and how the
difficulties were experienced. The present study was designed as a hermeneutic
phenomenological study. Sixteen students who studied in a level once or more
than once participated into the study. The data were collected with semi-structured
interviews and content-analyzed.Different strategies like thick description and
decentralization were used for the trustworthiness of the study. The findings
indicated that six sources led to the students’ fear of failure and influenced
their perception of education negatively, which resulted in studying in a level
many times.

Anahtar Kelimeler

ELPD Reasons of class repetition Repeaters

Kaynakça

  • AlBakri, S. (2017). Effects of English medium instruction on students’ learning experiences and quality of education in content courses in a public college in Oman (Unpublished doctoral dissertation). University of Exeter, Exeter, England.
  • Ardesheva, Y. (2010). English language learners in focus: Predictors of English proficiency and academic focus (Unpublished doctoral dissertation). The University of Louisville, Louisville, Kentucky, the United States of America.
  • Ay, S. (2010). Young adolescent students' foreign language anxiety in relation to language skills at different levels. The Journal of International Social Research, 3(11), 83-91.
  • Bani-Salameh, H. N. (2018). Teaching language effects on students’ performance.Health Professions Education, 4(1), 27-30.
  • Banks, T. (2008). Foreign language learning difficulties and teaching strategies (Unpublished master’s thesis). Dominican University of California, San Rafael, CA, the United States of America.
  • Bugel, M. J. (2011). “Out of the mouths of sibs”… A phenomenological study of the experience of being a well school-age child with a traumatic injury (Unpublished doctoral dissertation). Seton Hall University, New Jersey, America.
  • Chen, M. (2014). Age differences in the use of language learning strategies. English Language Teaching, 7(2), 144-151.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California, the United States of America: Sage Publications.
  • Dafouz, E.,& Camacho-Miñano, M. M. (2015). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57-67.
  • Difino, S. M., & Lombardino, L. J. (2004). Language learning disabilities: The ultimate foreign language challenge. Foreign Language Annals, 37(3), 390-400.
  • Doğan, A. (2008). Foreign language anxiety affecting secondary school students’ English learning. Ankara Üniversitesi Dil Dergisi,139, 48-67.
  • El-Omari, A. E. (2016). Factors affecting students’ achiecement in English language learning. Journal of Educational and Social Research, 6(2), 2016.
  • Fakeye, D. 0. (2014). English language proficiency as a predictor of achivement among EFL students in Nigeria. Journal of Education and Practice, 5(9), 38-41.
  • Fatemi, A. H., Pishghadam, R., & Asghari, A. (2012). Attribution theory and personality traits among EFL learners. International Journal of Linguistics, 4(2), 229-243.
  • Ganschow, L., Sparks, R. L., & Javorsky, J. (1998). Foreign language learning difficulties: An historical perspective. Journal of Learning Disabilities, 31(2), 248-258.
  • García Gutiérrez, C. A.,& Durán Narváez, N. C. (2017). Revisiting the concept of self-efficacy as a language learning enhancer. Gist Education and Learning Research Journal, 15, 68-95.
  • Genç, G. (2016). Attributions to success and failure in English language learning: The effects of gender, age and perceived success. European Journal of Education, 2(12), 25-43.
  • Główka, D. (2014). The impact of gender on attainment in learning English as a foreign language. Studies in Second Language Learning and Teaching, 4(4), 617-635.
  • González, D. R. (2011). The effects of aptitude and motivation on the acquisition of EFL in young learners (Unpublish master’s thesis). Universitat de Barcelona, Barcelona, Spain.
  • Gosiewska-Turek, B. (2017). The interdependence between attributions and second language attainments in secondary schools. Journal of Education Culture and Society, 1, 109-124.
  • Hemamalini, H. C. (2010). English language anxiety in relation to English achievement among the high school students. Journal of All India Association for Educational Research, 22(1), 82-88.
  • Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics,21, 112-126.
  • Kao, P., & Craigle, P. (2010). Foreign language anxiety and English achievement in Taiwanese undergraduate English-major students: An empirical study.Hung Kuang Journal, 61, 49-62.
  • Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Çankaya Üniversitesi Fen-Edebiyat Fakültesi: Journal of Arts and Sciences, 7, 73-87.
  • Kayaoğlu, M. N. (2013). Poor and good learners’ language beliefs and their influence on their language learning strategy use. Notivas-ROYAL (Research on Youth and Language), 7(1), 36-54.
  • Khodadady, E., & Khajavy, G. H. (2013). Exploring the role of anxiety motivation in foreign language achievement: A structural equation modelling approach. Porta Linguarum, 20, 269-286.
  • Kinyaduka, M. D. & Kiwara, J. F. (2013). Language instruction and its impact on quality of education in secondary schools: Experiences from Morogoro Region, Tanzania. Journal of Education and Practice, 4(9), 90-95.
  • Lincoln, Y. S.,& Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
  • Lu, J., Woodcook, S., & Jiang, H. (2014). Investigation of Chinese students’ attributions of English to language learning. SAGE Open, 1-15.
  • Mchazime, H. S. (2001). Effects of English as medium of instruction on pupils’ academic achievement in social studies in primary schools in Malawi (Unpublished doctoral dissertation). University of South Africa, Pretoria, South Africa.
  • Mori, S., Ming, T. S., Nor, N. F. M., Suppiah, V. L., & Imm, O. S. (2011). Attribution tendency and its relationship with actual and perceived proficiency. GEMA Online Journal of Language Studies, 11(3), 199-218.
  • Obralic, N.,& Mulalic, A. (2017). Correlation between personality traits and language learning strategies among IUS students. Journal of Applied Linguistics and Language Research, 4(5), 76-84.
  • Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 36, 327-355.
  • Pishghadam, R.,& Zabihi, R. (2011). Foreign language attributions and achievement in foreign language classes. International Journal of Linguistics, 1, 1-11.
  • Rahmat, N., Min, L. S., Sungif, N. A. M., & Yusup, F. N. M. (2015). English language proficiency tests and academic achievement: A study on the Malaysian University English Test as a predictor of technical programme undergraduates’ academic achievement. Advances in Language and Literary Studies, 6(1), 114-119.
  • Sawir, E. (2005). Language difficulties of language learners in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567-580.
  • Schumacher, L. A. (2010). The caregiver’s journey: a phenomenological study of the lived experience of leisure for caregivers in the sandwich generation who care for a parent with dementia (Unpublished master’s thesis). University of Iowa, Iowa, America.
  • Shabbir, B., &Bughio, M. Q. (2009). Factors affecting the language learning process among Saudi students. International Research Journal of Arts & Humanities, 37, 75-81.
  • Sharp, A. (2008). Personality and second language learning. Asian Social Science, 4(11), 17-25.
  • Sheu, P-H. (2017). Examining the relationship of motivation, attitude, anxiety and achievement in English learning among elementary school students. International Journal of Language and Literature, 5(2), 174-184.
  • Sorić, I.,& Ančić, J. (2008). Learning strategies and causal attributions in second language learning. Review of Psychology, 15(1-2), 17-26.
  • Taguchi, K. (2006). Is motivation a predictor of foreign language learning? International Education Journal, 7(4), 560-569.
  • Tahir, A. G., Rizvi, A. A., Ghazali, G. A., Ahmad, S., & Shafiq, M. S. (2017). Impact of English medium instruction on the dropout rate of students at government high schools in Lahore. Saudi Journal of Humanities and Social Sciences, 2(3), 194-202.
  • Takahashi, A. (2008). Learner’s self-perception of English ability: Its relationships with English language anxiety and strength for motivation for learning the langauge. Niigata Studies in Foreign Language and Cultures, 13, 57-69.
  • Takahashi, A. (2009). Self-perception of English ability: is it related to proficiency and/or class performance. Niigata Studies in Foreign Language and Cultures, 14, 39-48.
  • Takahashi, A. (2010). Foreign language writing apprehension: Its relationships with motivation, self-perceived target language ability, and actual language ability. Niigata Studies in Foreign Language and Cultures, 15, 89-100.
  • Thang, S. M., Gobel, P., Nor, N. F. M., & Suppiah, V. L. (2011). Students’ attributions for success and failure in the learning English as a second language: A comparison of undergraduates from six public universities in Malaysia. Pertanika Journal of Social Sciences and Humanities, 19(2), 459-474.
  • Trang, T. T. T., Moni, K., & Baldauf, R. B. (2012). Foreign language anxiety and its effects on students’ determination to study English: To abandon or not to abandon? TESOL in Context Special Edition S3: November 2012, 1-14.
  • Turanlı, A. S. (2009). Students’ background differences and approaches to obstacles in learning English: A case study. Erciyes Üniversitesi: Sosyal Bilimler Enstitüsü Dergisi,27(2), 1-16.
  • van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London, the United Kingdom: Althouse Press.
  • Vann, R. J.,& Abraham, R. G. (1990). Strategies of unsuccessful language learners. TESOL, 24(2), 177-198.
  • Wilson, J. & Komba, S. C. (2012). The link between English language proficiency and academic performance: A pedagogical perspective in Tanzanian secondary schools. World Journal of English Language, 2(4), 1-10.
  • Yu-ching Chan, D., & Guo-cheng W. (2004). A study of foreign language anxiety of EFL elementary school students in Taipei County. Journal of National Taipei Teachers College, 17(2), 287-320.
  • Zare, P.,& Riasati, M. J. (2012). The relationship between language learning anxiety, self-esteem, and academic achievement level among Iranian EFL learners. Pertanika Journal of Social Sciences and Humanities, 20(1), 219-225.
  • Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of Novel Applied Sciences, 2(4), 1124-1128.

Bir İngilizce Hazırlık Bölümünde Sınıf Tekrarlarının Nedenlerini Anlamak

Yıl 2019, Cilt: 7 Sayı: 3, 51 - 61, 24.06.2019

Ahmet Erdost Yastıbaş

https://doi.org/10.18506/anemon.463550

Öz

Bir
Türk üniversitesinin İngilizce hazırlık bölümünde (İHB), sınıf tekrarı yapan
öğrenciler İngilizce öğrenirken bilinmeyen birkaç zorluk yaşamışlardır. Bu
nedenle, bu çalışma, zorlukların ne olduğunu ve bu zorlukların nasıl tecrübe
edildiğini bulmayı amaçlamaktadır. Bu çalışma, hermeneutik bir olgu çalışması
olarak dizayn edilmiştir. Çalışmaya bir seviyeyi bir ya da birden fazla kez
tekrar eden on altı öğrenci katılmıştır. Veriler, yarı yapılandırılmış
görüşmelerle toplanmış ve içerik analizi kullanılarak analiz edilmiştir. Çalışmanın
inandırıcılığı sağlamak için yoğun anlatım ve merkezsizleşme gibi farklı stratejiler
kullanılmıştır. Bulgular, altı unsurun öğrencilerde kalma korkusuna ve eğitim
anlayışlarını olumsuz etkilenmesine neden olmuştur ki bunlar katılımcıların bir
seviyeyi birden fazla kere tekrar etmelerine neden olmuştur.

Anahtar Kelimeler

İHB Sınıf tekrarının nedenleri Sınıf tekrarı yapan öğrenciler

Kaynakça

  • AlBakri, S. (2017). Effects of English medium instruction on students’ learning experiences and quality of education in content courses in a public college in Oman (Unpublished doctoral dissertation). University of Exeter, Exeter, England.
  • Ardesheva, Y. (2010). English language learners in focus: Predictors of English proficiency and academic focus (Unpublished doctoral dissertation). The University of Louisville, Louisville, Kentucky, the United States of America.
  • Ay, S. (2010). Young adolescent students' foreign language anxiety in relation to language skills at different levels. The Journal of International Social Research, 3(11), 83-91.
  • Bani-Salameh, H. N. (2018). Teaching language effects on students’ performance.Health Professions Education, 4(1), 27-30.
  • Banks, T. (2008). Foreign language learning difficulties and teaching strategies (Unpublished master’s thesis). Dominican University of California, San Rafael, CA, the United States of America.
  • Bugel, M. J. (2011). “Out of the mouths of sibs”… A phenomenological study of the experience of being a well school-age child with a traumatic injury (Unpublished doctoral dissertation). Seton Hall University, New Jersey, America.
  • Chen, M. (2014). Age differences in the use of language learning strategies. English Language Teaching, 7(2), 144-151.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California, the United States of America: Sage Publications.
  • Dafouz, E.,& Camacho-Miñano, M. M. (2015). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57-67.
  • Difino, S. M., & Lombardino, L. J. (2004). Language learning disabilities: The ultimate foreign language challenge. Foreign Language Annals, 37(3), 390-400.
  • Doğan, A. (2008). Foreign language anxiety affecting secondary school students’ English learning. Ankara Üniversitesi Dil Dergisi,139, 48-67.
  • El-Omari, A. E. (2016). Factors affecting students’ achiecement in English language learning. Journal of Educational and Social Research, 6(2), 2016.
  • Fakeye, D. 0. (2014). English language proficiency as a predictor of achivement among EFL students in Nigeria. Journal of Education and Practice, 5(9), 38-41.
  • Fatemi, A. H., Pishghadam, R., & Asghari, A. (2012). Attribution theory and personality traits among EFL learners. International Journal of Linguistics, 4(2), 229-243.
  • Ganschow, L., Sparks, R. L., & Javorsky, J. (1998). Foreign language learning difficulties: An historical perspective. Journal of Learning Disabilities, 31(2), 248-258.
  • García Gutiérrez, C. A.,& Durán Narváez, N. C. (2017). Revisiting the concept of self-efficacy as a language learning enhancer. Gist Education and Learning Research Journal, 15, 68-95.
  • Genç, G. (2016). Attributions to success and failure in English language learning: The effects of gender, age and perceived success. European Journal of Education, 2(12), 25-43.
  • Główka, D. (2014). The impact of gender on attainment in learning English as a foreign language. Studies in Second Language Learning and Teaching, 4(4), 617-635.
  • González, D. R. (2011). The effects of aptitude and motivation on the acquisition of EFL in young learners (Unpublish master’s thesis). Universitat de Barcelona, Barcelona, Spain.
  • Gosiewska-Turek, B. (2017). The interdependence between attributions and second language attainments in secondary schools. Journal of Education Culture and Society, 1, 109-124.
  • Hemamalini, H. C. (2010). English language anxiety in relation to English achievement among the high school students. Journal of All India Association for Educational Research, 22(1), 82-88.
  • Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics,21, 112-126.
  • Kao, P., & Craigle, P. (2010). Foreign language anxiety and English achievement in Taiwanese undergraduate English-major students: An empirical study.Hung Kuang Journal, 61, 49-62.
  • Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Çankaya Üniversitesi Fen-Edebiyat Fakültesi: Journal of Arts and Sciences, 7, 73-87.
  • Kayaoğlu, M. N. (2013). Poor and good learners’ language beliefs and their influence on their language learning strategy use. Notivas-ROYAL (Research on Youth and Language), 7(1), 36-54.
  • Khodadady, E., & Khajavy, G. H. (2013). Exploring the role of anxiety motivation in foreign language achievement: A structural equation modelling approach. Porta Linguarum, 20, 269-286.
  • Kinyaduka, M. D. & Kiwara, J. F. (2013). Language instruction and its impact on quality of education in secondary schools: Experiences from Morogoro Region, Tanzania. Journal of Education and Practice, 4(9), 90-95.
  • Lincoln, Y. S.,& Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
  • Lu, J., Woodcook, S., & Jiang, H. (2014). Investigation of Chinese students’ attributions of English to language learning. SAGE Open, 1-15.
  • Mchazime, H. S. (2001). Effects of English as medium of instruction on pupils’ academic achievement in social studies in primary schools in Malawi (Unpublished doctoral dissertation). University of South Africa, Pretoria, South Africa.
  • Mori, S., Ming, T. S., Nor, N. F. M., Suppiah, V. L., & Imm, O. S. (2011). Attribution tendency and its relationship with actual and perceived proficiency. GEMA Online Journal of Language Studies, 11(3), 199-218.
  • Obralic, N.,& Mulalic, A. (2017). Correlation between personality traits and language learning strategies among IUS students. Journal of Applied Linguistics and Language Research, 4(5), 76-84.
  • Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 36, 327-355.
  • Pishghadam, R.,& Zabihi, R. (2011). Foreign language attributions and achievement in foreign language classes. International Journal of Linguistics, 1, 1-11.
  • Rahmat, N., Min, L. S., Sungif, N. A. M., & Yusup, F. N. M. (2015). English language proficiency tests and academic achievement: A study on the Malaysian University English Test as a predictor of technical programme undergraduates’ academic achievement. Advances in Language and Literary Studies, 6(1), 114-119.
  • Sawir, E. (2005). Language difficulties of language learners in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567-580.
  • Schumacher, L. A. (2010). The caregiver’s journey: a phenomenological study of the lived experience of leisure for caregivers in the sandwich generation who care for a parent with dementia (Unpublished master’s thesis). University of Iowa, Iowa, America.
  • Shabbir, B., &Bughio, M. Q. (2009). Factors affecting the language learning process among Saudi students. International Research Journal of Arts & Humanities, 37, 75-81.
  • Sharp, A. (2008). Personality and second language learning. Asian Social Science, 4(11), 17-25.
  • Sheu, P-H. (2017). Examining the relationship of motivation, attitude, anxiety and achievement in English learning among elementary school students. International Journal of Language and Literature, 5(2), 174-184.
  • Sorić, I.,& Ančić, J. (2008). Learning strategies and causal attributions in second language learning. Review of Psychology, 15(1-2), 17-26.
  • Taguchi, K. (2006). Is motivation a predictor of foreign language learning? International Education Journal, 7(4), 560-569.
  • Tahir, A. G., Rizvi, A. A., Ghazali, G. A., Ahmad, S., & Shafiq, M. S. (2017). Impact of English medium instruction on the dropout rate of students at government high schools in Lahore. Saudi Journal of Humanities and Social Sciences, 2(3), 194-202.
  • Takahashi, A. (2008). Learner’s self-perception of English ability: Its relationships with English language anxiety and strength for motivation for learning the langauge. Niigata Studies in Foreign Language and Cultures, 13, 57-69.
  • Takahashi, A. (2009). Self-perception of English ability: is it related to proficiency and/or class performance. Niigata Studies in Foreign Language and Cultures, 14, 39-48.
  • Takahashi, A. (2010). Foreign language writing apprehension: Its relationships with motivation, self-perceived target language ability, and actual language ability. Niigata Studies in Foreign Language and Cultures, 15, 89-100.
  • Thang, S. M., Gobel, P., Nor, N. F. M., & Suppiah, V. L. (2011). Students’ attributions for success and failure in the learning English as a second language: A comparison of undergraduates from six public universities in Malaysia. Pertanika Journal of Social Sciences and Humanities, 19(2), 459-474.
  • Trang, T. T. T., Moni, K., & Baldauf, R. B. (2012). Foreign language anxiety and its effects on students’ determination to study English: To abandon or not to abandon? TESOL in Context Special Edition S3: November 2012, 1-14.
  • Turanlı, A. S. (2009). Students’ background differences and approaches to obstacles in learning English: A case study. Erciyes Üniversitesi: Sosyal Bilimler Enstitüsü Dergisi,27(2), 1-16.
  • van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London, the United Kingdom: Althouse Press.
  • Vann, R. J.,& Abraham, R. G. (1990). Strategies of unsuccessful language learners. TESOL, 24(2), 177-198.
  • Wilson, J. & Komba, S. C. (2012). The link between English language proficiency and academic performance: A pedagogical perspective in Tanzanian secondary schools. World Journal of English Language, 2(4), 1-10.
  • Yu-ching Chan, D., & Guo-cheng W. (2004). A study of foreign language anxiety of EFL elementary school students in Taipei County. Journal of National Taipei Teachers College, 17(2), 287-320.
  • Zare, P.,& Riasati, M. J. (2012). The relationship between language learning anxiety, self-esteem, and academic achievement level among Iranian EFL learners. Pertanika Journal of Social Sciences and Humanities, 20(1), 219-225.
  • Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of Novel Applied Sciences, 2(4), 1124-1128.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Ahmet Erdost Yastıbaş 0000-0002-1886-7951

Yayımlanma Tarihi 24 Haziran 2019
Kabul Tarihi 20 Kasım 2018
Yayımlandığı Sayı Yıl 2019 Cilt: 7 Sayı: 3

Kaynak Göster

APA Yastıbaş, A. E. (2019). Understanding the Reasons for Class Repetition in an English Language Preparatory Department. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7(3), 51-61. https://doi.org/10.18506/anemon.463550
 Kapak Resmi İndir

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.