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Turkish EFL Teachers’ Self-efficacy Levels in the Implementation of Self-Regulated Learning

Yıl 2023, Cilt: 7 Sayı: 16, 403 - 416, 31.12.2023
https://doi.org/10.57135/jier.1367235

Öz

Despite the availability of resources and efforts, English as a foreign language (EFL) learners and EFL teachers face challenges in achieving proficiency in the target language in Turkey. Self-regulation, a cognitive and motivational trait, is crucial in foreign language learning. Self-regulated learning (SRL) focuses on learners taking responsibility for their entire learning process, enabling them to engage in metacognitive processes. It has gained significant attention in recent years due to the rise of autonomous learning practices and the importance of management skills in EFL education. Teachers can enhance their awareness and oversight of their students' progress towards their objectives through the use of metacognitive skills. However, there is a lack of focus on teachers' self-efficacy levels in adopting SRL in language education. This research aimed to investigate if Turkish EFL teachers actively encourage SRL in their instruction, focusing on their roles in implementing SRL theory. The causal-comparative model was utilized in the course of this study. A sample of 211 EFL instructors from high schools in an eastern city in Turkey, was investigated. An instrument titled "Teacher Self-Efficacy for Implementing Self-Regulated Learning" was utilized to gather the data. Descriptive statistics, independent sample t-test, and one-way ANOVA analysis were used to analyze the research data. Findings suggested that the average level of self-efficacy among Turkish EFL teachers in utilizing SRL strategies to engage students is moderate. The results of the study are of great implications for the role of educators in promoting students' autonomy and lifelong learning.

Kaynakça

  • Abbasnasab Sardareh, S. Mohd Saad, M. & Boroomand, R. (2012). Self-regulated learning strategies (SRLS) and academic achievement in pre-university EFL learners. California Linguistic Notes, 37, 1-35. https://www.researchgate.net/publication/261435907
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  • Boekaerts, M. (1999). Self-regulated learning. International Journal of Educational Research, 31(6), 445-551. https://doi.org/10.1016/S0883-0355(99)00014-2
  • Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavior Development, 14, 153-164. https://doi. org/10.1177/016502549101400203
  • Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). Longman.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.
  • Cleary, T. J., & Zimmerman, B. J. (2004). Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550. https://doi.org/10.1007/978-1-4614-2018-7_11
  • Cohen, B. (2003). Incentives build robustness in bit-torrent" Workshop on economics of peer-to-peer systems, USA.
  • Cokluk, O., Sekercioglu, G., & Buyukozturk, S. (2016). Sosyal bilimler için çok degiskenli istatistik. Pegem Akademi.
  • De Smul, M., Heirweg, S., Van Keer, H., Devos, G., & Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225. https://doi.org/10.1016/j.tate.2018.01.001
  • Dornyei, Z. (2005). The psychology of the language learner. Lawrence Erlbaum.
  • Elmas, R., Demirdöğen, B., & Geban, Ö. (2011). Preservice chemistry teachers’ images about science teaching in their future classrooms. Hacettepe University Journal of Education, 40(40), 164-175.
  • Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance-A critical literature review. Consortium on Chicago School Research
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911. https:// doi.org/10.1037/0003-066X.34.10.906 [10].
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. McGraw-Hill Humanities/Social Sciences/Languages.
  • Harmer, J. (2001). The practice of English language teaching (3rd ed.). Longman.
  • Haukås A (2018) Metacognition in language learning: theoretical perspectives. In: Haukås Å, Bjørke C, Dypedahl M (eds) Metacognition in language learning and teaching. Routledge.
  • Kurman, J. (2001). Self-regulation strategies in achievement settings: Culture and gender differences. Journal of Cross-Cultural Psychology, 32(4), 491-503. https://doi.org/10.1177/002202210 1032004008
  • Lai, C. (2013). A framework for developing self-directed technology use for language learning. Language Learning and Technology, 17(2), 100–122. https://doi.org/10125/44326
  • Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335. https://doi.org/10.1080/09588221.2011.568417
  • Lee. (1998). Supporting greater autonomy in language learning. ELT Journal, 52(4), 282–289. https://doi.org/10.1093/elt/52.4.282.
  • Lombaerts, K., De Backer, F., Engels, N., Van Braak, J., & Athanasou, J. (2009). Development of the self-regulated learning teacher belief scale. European Journal of Psychology of Education, 24(1), 79-96. https://doi.org/110.3200/JOER.102.3.163-174.
  • Mahmoodi, M. H., Kalantari, B., & Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98, 1062–1068. https://doi.org/10.1016/j.sbspro.2014.03.517
  • Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of educational psychology, 106(1), 121. https://doi.org/10.1037/a0033546
  • Miller, R. G. (1969). Simultaneous statistical inference. McGraw-Hill.
  • Nejabati, N. (2015). The effects of teaching self-regulated learning strategies on EFL students' reading comprehension. Journal of Language Teaching and Research, 6(6) 1343-1348. http://dx.doi.org/10.17507/jltr.0606.23
  • Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International journal of educational research, 41(3), 198-215. https://doi.org/10.1016/j.ijer.2005.07.001
  • Nunan, D. (1997). Strategy training in the language classroom: an empirical investigation, RELC Journal, 28(2), 56-81.
  • Ommundsen, Y., Haugen, R., & Lund, T. (2005). Academic self-concept, implicit theories of ability, and self-regulation strategies. Scandinavian Journal of Educational Research, 49(5), 461-474. https://doi.org/10.1080/00313830500267838
  • Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom. ERIC Digest. ED456670.
  • Öztürk, M and Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learn. Environ., 8(1), 1–20. https://doi.org/10.1186/s40561-021-00146-x
  • Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 111-139). New York: Erlbaum.
  • Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. J. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15–51). Lawrence Erlbaum Associates, Inc.
  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational psychologist, 36(2), 89-101. https://doi.org/10.1207/S15326985EP3602_4
  • Patrick, H., Ryan, A.M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. https://doi.org/10.1037/0022-0663.99.1.83
  • Perry, N. E., Vande Kamp, K. O., Mercer, L. K., & Nordby, C. J. (2010). Investigating teacher-student interactions that foster self-regulated learning. Educational psychologist, 37(1), 5-15. https://doi.org/10.1207/S15326985EP3701_2 Pintrich, P. R. (1995). Understanding self‐regulated learning. New directions for teaching and learning, 1995(63), 3-12. https://doi.org/10.1002/tl.37219956304
  • Pintrich, R. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, M. Zeidner (Eds), Handbook of Self- Regulation (pp, 451-501). Academic Press.
  • Randi, J., & Corno, L. (2000). Teacher innovations in self-regulated learning”, In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 651– 686). Academic Press.
  • Saylan-Kırmızıgül A., Kızkapan O., & Tanık-Önal N. (2022). Öz-düzenlemeli öğrenmenin uygulanmasına ilişkin öğretmen öz-yeterlik ölçeğinin Türkçe’ye uyarlanması: Öğretmen adayları örneklemi. Yükseköğretim ve Bilim Dergisi/Journal of Higher Education and Science, 12(2), 369-379. https://doi.org/10.5961/higheredusci.1068025
  • Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-56. https://doi.org/10.1080/00461528409529281
  • Schunk, D.H. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33, 359- 382. https://doi.org/10.3102/00028312033002359
  • Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational psychologist, 40(2), 85-94. https://doi.org/10.1207/s15326985ep4002_3
  • Sözbilir, M. (2014). Nedensel karşılaştırma araştırma yöntemi. Kuramdan Uygulamaya Eğitimde Bilimsel Araştırma Yöntemleri. (Edt., M. Metin). Perem Akademi.
  • Torres, G. (2013). Empowering the language learner: Language learning strategy training and self-regulation in an EFL classroom. Journal of International Education Research (JIER), 9(3), 267-276. https://doi.org/10.19030/jier.v9i3.7893
  • Wang, M.T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662. https://doi.org/10.3102/0002831209361209
  • Wang, C., Schwab, G., Fenn, P., & Chang, M. (2013). Self-efficacy and self-regulated learning strategies for English language learners: Comparison between Chinese and German college students. Journal of Educational and Developmental Psychology, 3, 173-191. http://dx.doi.org/10.5539/jedp.v3n1p173
  • Wang, C., & Bai, B. (2017). Validating the instruments to measure ESL/EFL learners’ self‐efficacy beliefs and self‐regulated learning strategies. TESOL Quarterly, 51(4), 931–947. https://www.jstor.org/stable/44984799
  • Weaver, S. J., & Cohen, A. D. (1994). Making learning strategy instruction a reality in the foreign language curriculum, In C. Klee (Ed.), Faces in a crowd: The individual learner in multi-section courses. (pp.285-323). Heinle and Heinle.
  • Zhang LJ (2001) Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Lang Aware 10(4):268–288. https://doi.org/10.1080/09658410108667039
  • Zhang, D., & Goh, C. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15(3), 199-220. https://doi.org/10.2167/la342.0
  • Zhang, D., & Zhang, L. J. (2019). Metacognition and self-regulated learning (SRL) in second/foreign language teaching. Second handbook of English language teaching, 883-897.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn, Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
  • Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1),166-183. https://doi.org/10.3102/0002831207312909
  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59. https://doi.org/10.1037/0022-0663.82.1.51
  • Zimmerman, B.J. and Schunk, D.H. (2001) Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. Lawrence Erlbaum Associates.

Turkish EFL Teachers’ Self Efficacy Levels in the Implementation of Self-Regulated Learning

Yıl 2023, Cilt: 7 Sayı: 16, 403 - 416, 31.12.2023
https://doi.org/10.57135/jier.1367235

Öz

Despite the availability of resources and efforts, English as a foreign language (EFL) learners and EFL teachers face challenges in achieving proficiency in the target language in Turkey. Self-regulation, a cognitive and motivational trait, is crucial in foreign language learning. Self-regulated learning (SRL) focuses on learners taking responsibility for their entire learning process, enabling them to engage in metacognitive processes. It has gained significant attention in recent years due to the rise of autonomous learning practices and the importance of management skills in EFL education. Teachers can enhance their awareness and oversight of their students' progress towards their objectives through the use of metacognitive skills. SRL has gained significant attention in recent years due to the rise of autonomous learning practices and the importance of management skills in EFL education. However, there is a lack of focus on teachers' self-efficacy levels in adopting SRL in language education. This research aimed to investigate if Turkish EFL teachers actively encourage SRL in their instruction, focusing on their roles in implementing SRL theory. The study provided its findings on self-efficacy levels of Turkish EFL teachers in implementing SRL in EFL and engage in a comprehensive discussion.

Kaynakça

  • Abbasnasab Sardareh, S. Mohd Saad, M. & Boroomand, R. (2012). Self-regulated learning strategies (SRLS) and academic achievement in pre-university EFL learners. California Linguistic Notes, 37, 1-35. https://www.researchgate.net/publication/261435907
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  • Boekaerts, M. (1999). Self-regulated learning. International Journal of Educational Research, 31(6), 445-551. https://doi.org/10.1016/S0883-0355(99)00014-2
  • Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavior Development, 14, 153-164. https://doi. org/10.1177/016502549101400203
  • Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). Longman.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.
  • Cleary, T. J., & Zimmerman, B. J. (2004). Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550. https://doi.org/10.1007/978-1-4614-2018-7_11
  • Cohen, B. (2003). Incentives build robustness in bit-torrent" Workshop on economics of peer-to-peer systems, USA.
  • Cokluk, O., Sekercioglu, G., & Buyukozturk, S. (2016). Sosyal bilimler için çok degiskenli istatistik. Pegem Akademi.
  • De Smul, M., Heirweg, S., Van Keer, H., Devos, G., & Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225. https://doi.org/10.1016/j.tate.2018.01.001
  • Dornyei, Z. (2005). The psychology of the language learner. Lawrence Erlbaum.
  • Elmas, R., Demirdöğen, B., & Geban, Ö. (2011). Preservice chemistry teachers’ images about science teaching in their future classrooms. Hacettepe University Journal of Education, 40(40), 164-175.
  • Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance-A critical literature review. Consortium on Chicago School Research
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911. https:// doi.org/10.1037/0003-066X.34.10.906 [10].
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. McGraw-Hill Humanities/Social Sciences/Languages.
  • Harmer, J. (2001). The practice of English language teaching (3rd ed.). Longman.
  • Haukås A (2018) Metacognition in language learning: theoretical perspectives. In: Haukås Å, Bjørke C, Dypedahl M (eds) Metacognition in language learning and teaching. Routledge.
  • Kurman, J. (2001). Self-regulation strategies in achievement settings: Culture and gender differences. Journal of Cross-Cultural Psychology, 32(4), 491-503. https://doi.org/10.1177/002202210 1032004008
  • Lai, C. (2013). A framework for developing self-directed technology use for language learning. Language Learning and Technology, 17(2), 100–122. https://doi.org/10125/44326
  • Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335. https://doi.org/10.1080/09588221.2011.568417
  • Lee. (1998). Supporting greater autonomy in language learning. ELT Journal, 52(4), 282–289. https://doi.org/10.1093/elt/52.4.282.
  • Lombaerts, K., De Backer, F., Engels, N., Van Braak, J., & Athanasou, J. (2009). Development of the self-regulated learning teacher belief scale. European Journal of Psychology of Education, 24(1), 79-96. https://doi.org/110.3200/JOER.102.3.163-174.
  • Mahmoodi, M. H., Kalantari, B., & Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98, 1062–1068. https://doi.org/10.1016/j.sbspro.2014.03.517
  • Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of educational psychology, 106(1), 121. https://doi.org/10.1037/a0033546
  • Miller, R. G. (1969). Simultaneous statistical inference. McGraw-Hill.
  • Nejabati, N. (2015). The effects of teaching self-regulated learning strategies on EFL students' reading comprehension. Journal of Language Teaching and Research, 6(6) 1343-1348. http://dx.doi.org/10.17507/jltr.0606.23
  • Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International journal of educational research, 41(3), 198-215. https://doi.org/10.1016/j.ijer.2005.07.001
  • Nunan, D. (1997). Strategy training in the language classroom: an empirical investigation, RELC Journal, 28(2), 56-81.
  • Ommundsen, Y., Haugen, R., & Lund, T. (2005). Academic self-concept, implicit theories of ability, and self-regulation strategies. Scandinavian Journal of Educational Research, 49(5), 461-474. https://doi.org/10.1080/00313830500267838
  • Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom. ERIC Digest. ED456670.
  • Öztürk, M and Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learn. Environ., 8(1), 1–20. https://doi.org/10.1186/s40561-021-00146-x
  • Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 111-139). New York: Erlbaum.
  • Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. J. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15–51). Lawrence Erlbaum Associates, Inc.
  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational psychologist, 36(2), 89-101. https://doi.org/10.1207/S15326985EP3602_4
  • Patrick, H., Ryan, A.M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. https://doi.org/10.1037/0022-0663.99.1.83
  • Perry, N. E., Vande Kamp, K. O., Mercer, L. K., & Nordby, C. J. (2010). Investigating teacher-student interactions that foster self-regulated learning. Educational psychologist, 37(1), 5-15. https://doi.org/10.1207/S15326985EP3701_2 Pintrich, P. R. (1995). Understanding self‐regulated learning. New directions for teaching and learning, 1995(63), 3-12. https://doi.org/10.1002/tl.37219956304
  • Pintrich, R. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, M. Zeidner (Eds), Handbook of Self- Regulation (pp, 451-501). Academic Press.
  • Randi, J., & Corno, L. (2000). Teacher innovations in self-regulated learning”, In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 651– 686). Academic Press.
  • Saylan-Kırmızıgül A., Kızkapan O., & Tanık-Önal N. (2022). Öz-düzenlemeli öğrenmenin uygulanmasına ilişkin öğretmen öz-yeterlik ölçeğinin Türkçe’ye uyarlanması: Öğretmen adayları örneklemi. Yükseköğretim ve Bilim Dergisi/Journal of Higher Education and Science, 12(2), 369-379. https://doi.org/10.5961/higheredusci.1068025
  • Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-56. https://doi.org/10.1080/00461528409529281
  • Schunk, D.H. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33, 359- 382. https://doi.org/10.3102/00028312033002359
  • Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational psychologist, 40(2), 85-94. https://doi.org/10.1207/s15326985ep4002_3
  • Sözbilir, M. (2014). Nedensel karşılaştırma araştırma yöntemi. Kuramdan Uygulamaya Eğitimde Bilimsel Araştırma Yöntemleri. (Edt., M. Metin). Perem Akademi.
  • Torres, G. (2013). Empowering the language learner: Language learning strategy training and self-regulation in an EFL classroom. Journal of International Education Research (JIER), 9(3), 267-276. https://doi.org/10.19030/jier.v9i3.7893
  • Wang, M.T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662. https://doi.org/10.3102/0002831209361209
  • Wang, C., Schwab, G., Fenn, P., & Chang, M. (2013). Self-efficacy and self-regulated learning strategies for English language learners: Comparison between Chinese and German college students. Journal of Educational and Developmental Psychology, 3, 173-191. http://dx.doi.org/10.5539/jedp.v3n1p173
  • Wang, C., & Bai, B. (2017). Validating the instruments to measure ESL/EFL learners’ self‐efficacy beliefs and self‐regulated learning strategies. TESOL Quarterly, 51(4), 931–947. https://www.jstor.org/stable/44984799
  • Weaver, S. J., & Cohen, A. D. (1994). Making learning strategy instruction a reality in the foreign language curriculum, In C. Klee (Ed.), Faces in a crowd: The individual learner in multi-section courses. (pp.285-323). Heinle and Heinle.
  • Zhang LJ (2001) Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Lang Aware 10(4):268–288. https://doi.org/10.1080/09658410108667039
  • Zhang, D., & Goh, C. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15(3), 199-220. https://doi.org/10.2167/la342.0
  • Zhang, D., & Zhang, L. J. (2019). Metacognition and self-regulated learning (SRL) in second/foreign language teaching. Second handbook of English language teaching, 883-897.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn, Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
  • Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1),166-183. https://doi.org/10.3102/0002831207312909
  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59. https://doi.org/10.1037/0022-0663.82.1.51
  • Zimmerman, B.J. and Schunk, D.H. (2001) Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. Lawrence Erlbaum Associates.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Psikolojisi
Bölüm Eğitim Bilimleri
Yazarlar

Seçil Tümen Akyıldız 0000-0003-4116-7344

Vildan Donmuş Kaya 0000-0003-4362-393X

Yayımlanma Tarihi 31 Aralık 2023
Gönderilme Tarihi 27 Eylül 2023
Kabul Tarihi 2 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 16

Kaynak Göster

APA Tümen Akyıldız, S., & Donmuş Kaya, V. (2023). Turkish EFL Teachers’ Self-efficacy Levels in the Implementation of Self-Regulated Learning. Disiplinlerarası Eğitim Araştırmaları Dergisi, 7(16), 403-416. https://doi.org/10.57135/jier.1367235

The Aim of The Journal

The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.

JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.

JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.

JIER has the priority to contribute to more qualified school practices. Creating and managing content within this context will help to advance towards the goal of being a "focus magazine" and "magazine school", and will also form the basis for a holistic view of educational issues. It also acts as an intermediary in the production of common mind for sustainable development and education