Difficulties in Learning English by EFL Students in Turkey

Year 2021, Volume: 54 Issue: 1, 141 - 173, 01.04.2021

Demet Özmat , Nuray Senemoğlu

https://doi.org/10.30964/auebfd.742803

Cited By: 3

Abstract

The purpose of this study is to determine the factors that contribute to English language learning difficulties. Study participants included 2317 secondary and high school students from the state schools of the Ministry of Education in Ankara. Data was derived through the Foreign Language Learning Difficulties Scale (LLDS) developed (2017) by the researches and semi structured interviews. Quantitative data was analyzed through SPSS, a statistical program for social sciences research, and the qualitative data was analyzed through MaxQda 12, software for qualitative and mixed methods research with 70 students in total. The findings of the foreign language learning difficulties scale showed that both 7th and 11th grade students had high levels of difficulties in the foreign language learning process. When the difficulties between the two grades were compared, results showed that 11th grade students had higher levels of language learning difficulties than 7th grade students. Results of semi-structured interviews showed that the most common difficulties experienced by students were insufficient communicative practice in textbooks, insufficient use of visual and audio instruments in the classrooms, insufficient practices of listening and speaking abilities, lack of language learning teaching strategies, low self-confidence, crowded classrooms and disciplinary problems.

Keywords

Foreign language learning, language learning difficulties, scale developlement, curriculum and instruction, mixed method research

Türkiye’de Yabancı Dil Olarak İngilizce Öğrenen Öğrencilere Göre Dil Öğrenmeyi Zorlaştıran Etkenler

Abstract

Bu araştırmada İngilizce öğrenme sürecinde yaşanan zorlukların öğrenciler tarafından belirlenmesi hedeflenmiştir. Türkiye’de dil öğrenme ve öğretme sürecinde yaşanan zorlukların belirlenmesi, bu zorlukların giderilmesi bakımından önemlidir. Bu araştırmanın çalışma grubunu Ankara ilindeki Milli Eğitim Bakanlığına bağlı Anadolu liselerinin 11. sınıf ve devlet ortaokullarının 7. sınıf öğrencileri oluşturmaktadır. Çalışmaya toplam 2,317 öğrenci katılmıştır. Çalışmanın veri toplama araçları, araştırmacılar tarafından geliştirilen Dil Öğrenmeyi Zorlaştıran Faktörler (DÖZF) Ölçeği (2017) ve yarı yapılandırılmış görüşme formudur. Verilerin çözümlenmesinde SPSS paket programı MaxQda 12 programından faydalanımıştır. Çalışmanın bulguları hem 7. hem de 11. sınıf öğrencilerin dil öğrenme sürecinde yüksek düzeyde zorluk yaşadığını göstermiştir. Buna ek olarak, 7. Sınıf öğrencilerinin İngilizce öğrenirken yaşadığı zorluklar, lise 11. sınıf öğrencilerinin yaşadığı zorluklara göre daha az düzeydedir. Çalışmanın nitel sonuçlarına göre, öğrencilerin ortak olarak en sık yaşadıkları zorluklar; ders kitaplarının yetersiz oluşu, İngilizce ders kitaplarının öğrencilerin günlük yaşamlarında kullanacakları metinleri içermemesi, derslerde konuşma ve dinleme becerilerinin gelişimine ilişkin etkinlik yetersizlikleri, derslerde dil öğrenme stratejilerine yer verilmemesi, İngilizceye karşı özgüven eksikliği, kalabalık sınıflar ve disiplin sorunlarıdır.

Keywords

Yabancı dil öğrenme, program geliştirme ve öğretim, betimsel araştırma, ölçek geliştirme çalışması, yabancı dil öğrenmeyi zorlaştıran etkenler

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