The International Journal of Educational Researchers 2015, 6(1): 13-30
An Analysis on Motivational Beliefs of Preparatory Class Students about Learning English
Nihal YURTSEVEN, Sertel ALTUN & Hasan AYDIN
pp. 13-30 | Article Number: ijers.2015.002
Published Online: March 01, 2015
Article Views: 76 | Article Download: 90
APA 6th edition
In-text: (YURTSEVEN, ALTUN & AYDIN, 2015)
Your Bibliography: YURTSEVEN, N., ALTUN, S. & AYDIN, H. (2015). An Analysis on Motivational Beliefs of Preparatory Class Students about Learning English . The International Journal of Educational Researchers , 6(1), 13-30.
In-text: (YURTSEVEN, ALTUN and AYDIN, 2015)
Your Bibliography: YURTSEVEN, N., ALTUN, S. and AYDIN, H. (2015). An Analysis on Motivational Beliefs of Preparatory Class Students about Learning English . The International Journal of Educational Researchers , 6(1), pp. 13-30.
Chicago 16th edition
In-text: (YURTSEVEN, ALTUN and AYDIN 2015)
Your Bibliography: YURTSEVEN, Nihal, Sertel ALTUN and Hasan AYDIN (2015). "An Analysis on Motivational Beliefs of Preparatory Class Students about Learning English ". The International Journal of Educational Researchers 6 (1):13-30.
The purpose of this study is to analyze the motivational beliefs of preparatory class students to learn English. The research was carried out utilizing a mixed method where quantitative and qualitative data were used together. The sample chosen purposively consists of 211 students attending the School of Foreign Languages at Yıldız Technical University. As a quantitative data collection tool, the motivational beliefs dimension of “Motivated Strategies for Learning Questionnaire (MSLQ)” was used. Qualitative data were collected via two open-ended questions which were asked to have an insight about motivational beliefs of the students. Quantative data were analyzed via t-test and ANOVA statistics while qualitative data were analyzed through descriptive analysis. For quantitative results, the findings initially indicated that there was a significant difference in motivational beliefs between male and female students in favour of female students. Secondly, there was a significant difference in motivational beliefs associated with self-efficacy and test anxiety depending on English proficiency level of the students. Thirdly, the resource of motivation did not constitute a significant difference in motivational beliefs. Finally, qualitative findings revealed that an enjoyable learning atmosphere motivated the students to learn English.
Keywords: Learning English, motivational beliefs, learning environment, self-efficacy, anxiety.
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