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    A COMPARATIVE STUDY ON THE MOTIVATION AND ATTITUDES OF LANGUAGE LEARNERS OF ONLINE DISTANCE AND TRADITIONAL IN-CLASSROOM EDUCATION
    (Anadolu Univ, 2016) Genc, Gulten; Kulusakli, Emine; Aydin, Savas
    In recent years, the increase in the use of computer and the internet has led to a change in the traditional concept of formal education today. Distance learning as a more student-centered system has been frequently used at universities. In this context, education has been applied to the individuals consisting of all age groups in accordance with their aspirations, expectations and interest in a more flexible way. This study aims to determine and compare the motivation and attitudes of language learners of online distance and traditional in-classroom education, in a state university in Turkey. Participants were 500 undergraduate university students in various disciplines. About 250 (half) of the participants studied English as a foreign language through traditional in-classroom education whereas the rest of the participants (250) studied English through online distance education in the same university by the same instructors. Two questionnaires (one to evaluate motivation level and one to evaluate attitudes of the participants related to English as a foreign language) and a background information form investigating individual information of the participants were used to collect data from the students of nine faculties at the University (including Faculty of Dentistry, Faculty of Pharmacy, Faculty of Education, Faculty of Arts and Sciences, Faculty of Fine Arts and Design, Faculty of Law, Faculty of Economics and Administrative Sciences, Faculty of Engineering, and Faculty of Medicine). According to the nature of the research, the study used descriptive statistics (frequencies, range, means, and standard deviations), t-test and ANOVA as the statistical analysis methods. All collected data were coded and computerized using the SPSS software and the alpha level for the tests was set at .05. After calculating each participant's motivation and attitudes scores, their scores were compared to the variables selected for the study and each other. The findings indicated statistically significant relationships between motivation and attitudes of the participants and some individual variables. Some conclusions were reached based on the findings of the research and some recommendations and suggestions were made for future research into areas not covered by this study.
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    Exploring Prospective EFL Teachers' Perceived Self-efficacy and Beliefs on English Language Learning
    (Edith Cowan Univ, 2016) Genc, Gulten; Kulusakli, Emine; Aydin, Savas
    Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The participants are 210 Turkish EFL undergraduate students whose major is English. The subjects were questioned about their beliefs and self-efficacy as English language learners. The data gathered were analysed quantitatively. The findings demonstrated that EFL students have medium scores in their English self-efficacy and hold the strong belief that motivation factors have a great role on their learning process. Moreover, student's beliefs about language learning are affected by their English self-efficacy. It is recommended that teachers and teacher trainers enhance students' self-efficacy and help students hold correct beliefs about foreign language learning to motivate them. It is expected that the findings of the study will shed light on the relationship between EFL learners' beliefs and self-efficacy and provide guidelines for teachers to help their students become aware of and to evaluate their own beliefs in language learning and English self-efficacy during the teaching of a foreign language.
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    FOREIGN LANGUAGE SPEAKING ANXIETY AND ANXIETY COPING STRATEGIES EMPLOYED BY TURKISH EFL LEARNERS
    (Iated-Int Assoc Technology Education & Development, 2016) Genc, Gulten; Kulusakli, Emine; Aydin, Savas
    Anxiety plays a vital importance in language learning and it can affect language learning process especially language learners' productive skills. Some studies on speaking anxiety have indicated that there is a strong relationship between anxiety and success in speaking in foreign language classrooms and speaking has been recognized as one of the most anxiety-provoking skill. Learners of foreign language use some coping strategies to overcome this anxiety. For this purpose, this study was designed to investigate the levels of speaking anxiety of 232 Turkish EFL learners (124 females and 108 males) at tertiary level and the strategies they are using to cope with the English speaking anxiety. Two scales (Foreign Language Speaking Anxiety Scale and Anxiety Coping Strategies Scale) were used to gather data. The findings revealed that the majority of Turkish EFL learners, experienced foreign language speaking anxiety in varying degrees and many of them also applied particular strategies to overcome their foreign language speaking anxiety. Based on the results of the study the researchers made some recommendations.
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    A STUDY ON EFL LEARNERS' FOREIGN LANGUAGE LISTENING AND SPEAKING PROBLEMS
    (Iated-Int Assoc Technology Education & Development, 2016) Genc, Gulten; Kulusakli, Emine; Aydin, Savas
    It is commonly known that learners have a lot of problems while learning a foreign language. Many studies have also shown that they have more difficulties with listening and speaking skills rather than other two skills like reading and writing. Both listening and speaking skills play an important role in daily life and learners use these skills for different purposes. While doing this, they meet some problems and try to overcome these. This study was designed to reveal the problems related to listening and speaking skills experienced by Turkish EFL learners during the language learning process. A total of 220 participants (124 females and 108 males) attending the preparatory classes at a state university in Turkey in 2015-2016 academic year were involved in the study. Two questionnaires were used mainly to seek information about the listening and speaking problems of the students. The results of the study showed that listening problems that the participants experienced are mostly related to message itself, speaker, strategy, and task problems whereas speaking problems are mainly related to participants' language proficiency, content knowledge, affective and personal factors, and contextual factors. In addition, gender is a significant factor in some sub-dimensions of the listening and speaking problems. According to the results, some implications were given for the EFL learners as well as the teachers and some recommendations were made.