Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students

Basit Öğe Kaydı
dc.authorid0000-0003-3675-7972en_US
dc.authorid0000-0001-8964-2082
dc.contributor.authorEren, Altay
dc.contributor.authorRakıcıoğlu-Söylemez, Anıl
dc.date.accessioned2021-06-23T19:17:09Z
dc.date.available2021-06-23T19:17:09Z
dc.date.issued2020
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü
dc.description.abstractThis study aimed to examine the relationships between English as a foreign language (EFL) students' language mindsets (i.e. entity and incremental beliefs about general language intelligence, second language aptitude, and age sensitivity in language learning) and graded performance by considering the mediating roles of their perceived instrumentality as well as four aspects of engagement (i.e. agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement) within English classes. A total of 526 EFL students voluntarily participated in the present study. A latent factor correlation analysis, a series of multiple regression analyses, and a structural equation modeling analysis were conducted to analyse the data. The results showed that EFL students' language mindsets, four aspects of engagement, perceived instrumentality, and graded performance were significantly and selectively related to each other. The results also demonstrated that the relationship between incremental beliefs about second language aptitude and graded performance was fully mediated by perceived instrumentality, that the relationship between incremental beliefs about general language intelligence and graded performance was fully mediated by agentic engagement, and that the relationship between perceived instrumentality and graded performance was partially mediated by agentic engagement. Theoretical and practical implications for EFL learning, teaching, and educational policymaking processes are also discussed in the study.en_US
dc.identifier.doi10.1177/1362168820958400
dc.identifier.issn1362-1688
dc.identifier.scopus2-s2.0-85091390509en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1177/1362168820958400
dc.identifier.urihttps://hdl.handle.net/20.500.12491/5253
dc.identifier.wosWOS:000572758400001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorEren, Altay
dc.institutionauthorRakıcıoğlu-Söylemez, Anıl
dc.language.isoenen_US
dc.publisherSage Publications Ltden_US
dc.relation.ispartofLanguage Teaching Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEngagementen_US
dc.subjectEnglish as A Foreign Languageen_US
dc.subjectGraded Performanceen_US
dc.subjectLanguage Mindsetsen_US
dc.subjectPerceived Instrumentalityen_US
dc.titleLanguage mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language studentsen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
altay-eren2.pdf
Boyut:
330.03 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam metin/ Full text
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Eğitim Bilimleri Bölümü Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
Yabancı Diller Eğitimi Bölümü Koleksiyonu