Author :
Abstract
Bu makale öz yeterlik ve L2 öğrencinin yazma yeterliliği arasındaki istatistiksel olarak anlamlı korelasyonun varlığını araştıran bir çalışmayı rapor etmektedir. Başlangıçta, İran'daki Damavand İslami Azad üniversitesinde öğrenim gören 100 kadın L2 öğrencisi vardı ancak bunların sadece 78'inde geçerli veriler mevcuttu. Katılımcılar öz yeterlik anketleri doldurdu ve bir tanesi bilgilendirici bir konuyla, diğeri karşılaştırmalı bir konuyla ilgili iki makale yazabilmek için iki başlık aldı. Biri bilgilendirilmek üzere, diğeri ise karşılaştırma ve karşıtlık için yazma için kullanılan iki metin, öğrencilerin bu yazma görevlerindeki becerilerini değerlendirmek için kullanılmıştır. Ek olarak, öz yeterlik anketleri vardı. Daha sonra veriler istatistiksel analizlere sunulmuştur. Pearson korelasyonuna dayanarak öz yeterlik ve L2 öğrenicilerin bilgilendirici ve karşılaştırmalı yazma arasında anlamlı bir korelasyon olduğunu bulduk; Dahası, kendilik-yeterliliğinin L2 öğrenicilerin yazma yeterliklerinin bir ön belirleyicisi olarak kullanılabileceğini ortaya koyan regresyon analizleri. Çalışmanın bulguları, L2 öğretim ve değerlendirme ile ilgili sonuçları içermektedir.
Keywords
Abstract
This article reports a study investigating the existence of any statistically significant correlation between self-efficacy and L2 learner’s writing proficiency. Initially, the participants were 100 female L2 learners at Islamic Azad university of Damavand in Iran, but only 78 of them provided valid data. The participants completed self-efficacy questionnaires and received two topics in order to write two essays, one of which was on an informative topic and the other on a comparative topic. Two rubrics, one for writing to inform and the other for writing to compare and contrast, were used to evaluating the learners’ skill in those writing tasks. In addition, there were self-efficacy questionnaires. Then the data were submitted to statistical analyses. Based on the Pearson correlation, we found that there was a significant correlation between self-efficacy and L2 learners’ informative and comparative writing; moreover, regression analyses revealed self-efficacy can be used as a predictor of L2 learners’ writing proficiency. The findings of the study have implications for L2 teaching and assessment.
Keywords
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