Akademisyenlerin Yabancı Dilde Sözlü İletişim Kurabilme Özyeterlik İnançlarını Etkileyen Faktörler

Year 2020, Volume: 6 Issue: 2, 693 - 710, 25.10.2020

Ömer Özer , N. Bilge Uzun , Özler Çakır

https://doi.org/10.31464/jlere.774718

Abstract

Akademisyenlerin evrensel bilgi üretme ve yaymalarında yabancı dilin çok önemli bir rolü bulunmaktadır. Buna karşın akademisyenlerin yabancı dilde sözlü iletişim kurabilme özyeterlik inançlarına yönelik veriler son derece kısıtlıdır. Bundan dolayı, bu araştırma, akademisyenlerin yabancı dilde sözlü iletişim kurabilmelerine ilişkin özyeterlik inançlarını seçilmiş bazı demografik değişkenlerle beraber belirlemek amacıyla yürütülmüştür. İlişkisel tarama modeline sahip bu çalışmada geniş bir öğretim elemanı örneklemine ulaşılmış ve onlardan yabancı dilde sözlü iletişim kurabilme özyeterlik inançlarına yönelik bir ölçeği basılı veya elektronik olarak doldurmaları istenmiştir. Araştırma sonucunda katılımcıların cinsiyet, yaş ve mesleki deneyimlerine göre anlamlı fark bulunmazken, öğretim elemanlarının yabancı dil öğrenim süresi, yabancı dil yoluyla öğretim deneyimi, yurtdışında bulunma deneyimi ve akademik unvana göre istatistiksel olarak anlamlı düzeyde yüksek puanlar elde ettikleri bulunmuştur. Bulgular bir arada değerlendirildiğinde ister örgün ister bireysel düzlemde olsun yabancı dil deneyimi ile yabancı dilde sözlü iletişim kurabilme özyeterlik inancı arasında istatistiksel olarak anlamlı bir etkileşim söz konusudur.

Keywords

Özyeterlik, akademisyenler, yabancı dilde sözlü iletişim

Factors Affecting Academics’ Self-Efficacy Beliefs for Oral Communication in a Foreign Language

Abstract

The use of a foreign language in knowledge production and dissemination is crucially important to academics. Despite this, academics’ self-efficacy belief in their foreign-language oral production is under-researched with little data available for cross-cultural comparisons. This study therefore examined faculty members’ self-efficacy beliefs for foreign-language oral communication by several background variables. A correlational research method was employed: a diverse sample of faculty members completed an online or paper questionnaire assessing their self-efficacy in foreign-language oral communication. The results revealed no significant differences for the gender, age or work experience of the respondents. It was found that faculty members obtained significantly higher scores on the duration of their foreign-language study, previous experience in teaching in a foreign language, experience of living abroad and academic rank. On the whole, the results suggest that there is a significant association between formal and informal foreign-language experience and self-efficacy.

Keywords

Self-efficacy, academics, oral communication in a foreign language

References

• Akerlind, G. S. (2008). Growing and developing as a university researcher. Higher Education, 55(2), 241-254. https://doi.org/10.1007/s10734-007-9052-x
• Alpar, R. (2017). Uygulamalı çok değişkenli istatistiksel yöntemler [Applied multivariate statistical methods] (5th ed.). Ankara: Detay Yayıncılık.
• Altbach, P. G. (2015). What counts for academic productivity in research universities? International Higher Education, (79), 6-7. https://doi.org/10.6017/ihe.2015.79.5837
• Amirian, S. M. R., & Tavakoli, E. (2016). Academic oral presentation self-efficacy: a cross-sectional interdisciplinary comparative study. Higher Education Research & Development, 35(6), 1095-1110. http://dx.doi.org/10.1080/07294360.2016.1160874
• Arcimaviciene, L. (2015). EU universities’ mission statements: What is popularized by metaphors. SAGE Open, 5(2), https://doi.org/10.1177/2158244015584378
• Aytekin, I., Erdil, O., Erdoğmuş, N., & Akgün, A. E. (2016). Academicians’ career capital and career satisfaction: The mediation effect of research productivity. Educational Sciences: Theory & Practice, 16(6), 1921-1945. http://doi.org/10.12738/estp.2016.6.0412
• Bailey, J. G. (1999). Academics' motivation and self‐efficacy for teaching and research. Higher Education Research & Development, 18(3), 343-359. https://doi.org/10.1080/0729436990180305
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. http://dx.doi.org/10.1037/0033-295X.84.2.191
• Bandura, A. (1986). From though to action: Mechanisms of personal agency. New Zealand Journal of Psychology, 15(1), 1-17.
• Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184. http://dx.doi.org/10.1037/0003-066X.44.9.1175
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. http://dx.doi.org/10.1207/s15326985ep2802_3
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Adolescence and education, Vol. 5: Self-efficacy and adolescents (pp. 307-337). Greenwich, CT: Information Age Publishing.
• Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. https://doi.org/10.1177/0149206311410606
• Bauder, H. (2015). The international mobility of academics: A labour market perspective. International Migration, 53(1), 83-96. https://doi.org/10.1111/j.1468-2435.2012.00783.x
• Cadez, S., Dimovski, V., & Groff, M. Z. (2017). Research, teaching and performance evaluation in academia: the salience of quality. Studies in Higher Education, 42(8), 1455-1473. https://doi.org/10.1080/03075079.2015.1104659
• Cameron, C., Lee, HY., Anderson, C., Byars-Winston, A., Baldwin, C. D., & Chang, S. (2015). The role of scientific communication skills in trainees' intention to pursue biomedical research careers: A social cognitive analysis. CBE – Life Sciences Education, 14(4), 1-12. http://doi.org/10.1187/cbe.14-09-0152
• Cavazos, A. G. (2015). Multilingual faculty across academic disciplines: Language difference in scholarship. Language and Education, 29(4), 317-331. https://doi.org/10.1080/09500782.2015.1014375
• Chang, T-S., Lin, H-H.,& Song, M-M. (2011). University faculty members’ perceptions of their teaching efficacy. Innovations in Education and Teaching International, 48(1), 49-60. https://doi.org/10.1080/14703297.2010.543770
• Costa, F., & Coleman, J. A. (2013). A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16(1), 3-19. https://doi.org/10.1080/13670050.2012.676621
• Davis, D. J., & Warfield, M. (2011). The importance of networking in the academic and professional experiences of racial minority students in the USA. Educational Research and Evaluation, 17(2), 97-113. https://doi.org/10.1080/13803611.2011.597113
• Delgado, A., & Am, H. (2018). Experiments in interdisciplinarity: Responsible research and innovation and the public good. PLoSBiol, 16(3), 1-8. https://doi.org/10.1371/journal.pbio.2003921
• Demir, E., Göloğlu-Demir, C., & Özdemir, M. Ç. (2017). Faculty members’ views on academic promotion and appointment process. Journal of Higher Education and Science, 7(1), 12-23. http://doi.org/10.5961/jhes.2017.179
• Duarte, J., & Van der Ploeg, M. (2019) Plurilingual lecturers in English medium instruction in the Netherlands: the key to plurilingual approaches in higher education? European Journal of Higher Education, 9(3), 268-284. https://doi.org/10.1080/21568235.2019.1602476
• Flowerdew, J. (2008). Scholarly writers who use English as an additional language: What can Goffman's “Stigma” tell us? Journal of English for Academic Purposes, 7(2), 77-86. https://doi.org/10.1016/j.jeap.2008.03.002
• Helm, F., & Guarda, M. (2015). “Improvisation is not allowed in a second language”: A survey of Italian lecturers’ concerns about teaching their subjects through English. Language Learning in Higher Education, 5(2). https://doi.org/10.1515/cercles-2015-0017
• Hemmings, B., & Kay, R. (2010). University lecturer publication output: Qualifications, time, and confidence count. Journal of Higher Education Policy and Management, 32(2), 185–197. https://doi.org/10.1080/13600800903575520
• Hemmings, B. C., Kay, R., Sharp, J., & Taylor, C. (2012). A transnational comparison of lecturer self-efficacy. Journal of Further and Higher Education, 36(3), 291-307. https://doi.org/10.1080/0309877X.2011.614932
• Hemmings, B. C. (2015). Strengthening the teaching self-efficacy of early career academics. Issues in Educational Research, 25(1), 1-17.
• Hempel, K. G. (2013). Can scholarly communication be multilingual? A glance at language use in US classical archaeology. Humanities, 2(2), 128-146. https://doi.org/10.3390/h2020128
• Knight, J. (2013). The changing landscape of higher education internationalisation – for better or worse? Perspectives: Policy and Practice in Higher Education, 17(3), 84-90. https://doi.org/10.1080/13603108.2012.753957
• Landa, L. G. G. (2006). Academic language barriers and language freedom. Current Issues in Language Planning, 7(1), 61-81. https://doi.org/10.2167/cilp084.0
• Lasagabaster, D. (2016). The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism, 13(3), 315-332. https://doi.org/10.1080/14790718.2015.1105806
• Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76. https://doi.org/10.1017/S0261444817000350
• Macfarlane, B., & Hughes, G. (2009). Turning teachers into academics? The role of educational development in fostering synergy between teaching and research. Innovations in Education and Teaching International, 46(1), 5-14. https://doi.org/10.1080/14703290802646214
• McGrail, M. R., Rickard, C. M., & Jones, R. (2006). Publish or perish: a systematic review of interventions to increase academic publication rates. Higher Education Research & Development, 25(1), 19-35. https://doi.org/10.1080/07294360500453053
• Nygaard, L. P. (2019). The institutional context of ‘linguistic injustice’: Norwegian social scientists and situated multilingualism. Publications, 7(1), 1-13. https://doi.org/10.3390/publications7010010
• Oester, S., Cigliano, J. A., Hind-Ozan, E. J., & Parsons, E. C. M. (2017). Why Conferences Matter—An illustration from the International Marine Conservation Congress. Frontiers Marine Science, 4. http://doi.org/10.3389/fmars.2017.00257
• Özer, O., Çakır, Ö., & Uzun, N. B. (2019). Akademisyenlerin yabancı dilde sözlü iletişim kurabilme özyeterlik inancı ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. [Reliability and validity of a self-efficacy instrument for academics’ oral communication in a foreign language]. Yükseköğretim Dergisi, 9(1), 40–48. http://doi.org/10.2399/yod.18.024
• Ozer, O. (2020). Lecturers’ experiences with English-medium instruction in a state university in Turkey: Practices and challenges. Issues in Educational Research, 30(2), 612-634.
• Pasupathy, R., & Siwatu, K. O. (2014). An investigation of research self-efficacy beliefs and research productivity among faculty members at an emerging research university in the USA. Higher Education Research & Development, 33(4), 728-741. http://dx.doi.org/10.1080/07294360.2013.863843
• Reyes-Cruz, M. D. R., & Perales-Escudero, M. D. (2016). Research self-efficacy sources and research motivation in a foreign language university faculty in Mexico: implications for educational policy. Higher Education Research & Development, 35(4), 800-814. https://doi.org/10.1080/07294360.2015.1137884
• Schmidt, A. M., & DeShon, R. P. (2010). The moderating effects of performance ambiguity on the relationship between self-efficacy and performance. Journal of Applied Psychology, 95(3), 572-581. http://dx.doi.org/10.1037/a0018289
• Schmidt-Unterberger, B. (2018). The English-medium paradigm: a conceptualisation of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism, 21(5), 527-539. https://doi.org/10.1080/13670050.2018.1491949
• Schunk, D. H., Usher, E. L. (2019). Social cognitive theory and motivation. In R. M. Ryan (Ed.). The Oxford handbook of human motivation (pp. 11-26). (2nd ed.). New York: Oxford University Press. http://dx.doi.org/10.1093/oxfordhb/9780190666453.013.2
• Sethi, A., Schofield, S., McAleer, S., & Ajjawi, R. (2018).The influence of postgraduate qualifications on educational identity formation of healthcare professionals. Advances in Health Sciences Education, 23(3), 567-585. https://doi.org/10.1007/s10459-018-9814-5
• Smith, M. C. (2017). Get started and write: Advice for new faculty. New Horizons in Adult Education & Human Resource Development, 29(2), 74-79. https://doi.org/10.1002/nha3.20184
• Subbaye, R., & Vithal, R. (2017). Teaching criteria that matter in university academic promotions. Assessment & Evaluation in Higher Education, 42(1), 37-60. https://doi.org/10.1080/02602938.2015.1082533
• Tamtekin Aydin, O. (2017). Research performance of higher education institutions: A review on the measurements and affecting factors of research performance. Journal of Higher Education and Science, 7(2), 312-320. http://doi.org/10.5961/jhes.2017.210
• Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062
• Tung, V. W. S., Law, R., & Chon, K. (2017). Changing proxies for evaluating research performance: What matters to university programme heads? Tourism Recreation Research, 43(3), 346-355. https://doi.org/10.1080/02508281.2017.1415654
• Vera, M., Salanova, M., & Martín del Río, B. (2011). Self-efficacy among university faculty: How to develop an adjusted scale. Anales de Psicología, 27(3), 800–807.
• Woolfolk Hoy, A. (2004). Self-efficacy in college teaching. Essays on Teaching Excellence: Toward the Best in the Academy, 15(7), 8-11.
• Xian, W. (2015). A quantitative study of the internationalization of the academics and research productivity: Case study of China. Chinese Education & Society, 48(4), 265-279. http://dx.doi.org/10.1080/10611932.2015.1119539
• YÖK. (2019). Öğretim elemanı istatistikleri [Statistics of faculty in Turkey], Retrieved December 7, 2019, from https://istatistik.yok.gov.tr/