I am just shy and timid: Student teachers' explanations for their performances of their presentations

Basit Öğe Kaydı
dc.authoridKANAT MUTLUOGLU, ARZU/0000-0001-7706-7148
dc.authoridAKSOY-PEKACAR, KADRIYE/0000-0001-7332-7387
dc.contributor.authorAksoy-Pekacar, Kadriye
dc.contributor.authorKanat-Mutluoglu, Arzu
dc.contributor.authorErten, Ismail Hakki
dc.date.accessioned2025-01-27T20:31:29Z
dc.date.available2025-01-27T20:31:29Z
dc.date.issued2020
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.descriptionGlobELT Conference / International Conference on Teaching and Learning English as an Additional Language -- MAY 18-21, 2017 -- Ephesus, TURKEY
dc.description.abstractAs part of the research on motivation, causal attribution studies have an important role in predicting and improving academic performance since controllable and uncontrollable attributions have an effect on learners' future actions. Following this path, the present qualitative study investigates the attributions of students in an English Language Teaching (ELT) program for the performances of their presentations as part of an oral communication skills course. Upon the completion of the course, a total of 83 second year ELT students scored their performances out of 10 and provided explanations for their performances. This data set illustrated their attributions and estimated future achievements. Data analysis consisted of two phases: first, the students were divided into two groups based on the perceived successes of their performances, and secondly, their explanations were examined with content analysis. The initial analysis showed that 20 students scored themselves as less successful and 63 students scored themselves as successful. It revealed that the less successful group attributed their performances mostly to their mood and lack of effort, both of which are categorized in the internal attributions. In contrast, the successful students attributed their performances to effort, mood, and strategy use, all of which fell into the internal category as well. From these results, it can be concluded that the learners had a higher locus of control in that they attributed their performances to mostly internal attributions. In addition, providing immediate teacher feedback and creating a classroom environment for vicarious learning were effective for increasing learners' effort and motivation for their presentations. These findings may imply that teachers focus on providing immediate feedback and create an effective classroom atmosphere that will probably lead to vicarious learning. (c) 2020 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).
dc.identifier.doi10.32601/ejal.834657
dc.identifier.endpage480
dc.identifier.issn2149-1135
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85097303085
dc.identifier.scopusqualityQ1
dc.identifier.startpage459
dc.identifier.trdizinid391819
dc.identifier.urihttps://doi.org/10.32601/ejal.834657
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/391819
dc.identifier.urihttps://hdl.handle.net/20.500.12428/23168
dc.identifier.volume6
dc.identifier.wosWOS:000608395900006
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherHacettepe Univ, Elt Dept
dc.relation.ispartofEurasian Journal of Applied Linguistics
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectattribution theory
dc.subjectspeaking
dc.subjectmotivation
dc.subjectcausal attributions
dc.subjectoral communication skills
dc.titleI am just shy and timid: Student teachers' explanations for their performances of their presentations
dc.typeConference Object

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
TR-Dizin İndeksli Yayınlar Koleksiyonu