Sınıflarda Utangaçlığın Rolü Nedir? İngilizce Öğretimi Bağlamında Öğretmen Adaylarının Utangaçlığa İlişkin Görüşlerinin İncelenmesi

Year 2023, Volume: 20 Issue: 1, 228 - 253, 17.04.2023

Devrim Hol , Onat Küçük

https://doi.org/10.33711/yyuefd.1118901

Abstract

Utangaçlık, öğretmenlerin, hizmet öncesi öğretmenlerin ve öğrencilerin performansını ve öğretmenlerin sınıf ortamındaki sınıf yönetimi durumlarıyla nasıl baş ettiğini etkileyen önemli bir etken olarak göze çarpmaktadır. Bu araştırma alanına katkı yapmak amacıyla bu çalışma, yabancı dil öğretimi alanındaki öğretmen ve öğrenci utangaçlığına ve öğretmenlerin sınıf yönetimi stratejilerine odaklanmakta ve öğretmen ve öğrenci utangaçlığı açısından öğretmenlerin sınıf yönetimi stratejileri arasındaki farkları inceleyen araştırmalara katkı sağlamayı hedeflemektedir. Bu hedefi gerçekleştirmek adına 99 hizmet öncesi İngilizce öğretmeninden utangaçlık seviyelerini ve farklı cinsiyetteki ve farklı utangaçlık seviyelerine sahip hipotetik öğrencilere yaklaşımlarını ölçen bir anket doldurmaları istenmiştir. Araştırma sonuçları İngilizce öğretmeni adaylarının yüksek güç stratejileri kullanımının öğrenci utangaçlığına, öğrenci cinsiyetine, öğretmen cinsiyetine, öğrenci utangaçlığı ve öğrenci cinsiyeti etkileşimine ve öğrenci utangaçlığı ve öğretmen utangaçlığı etkileşimine göre önemli bir değişiklik gösterdiğini ortaya koymuştur. Ayrıca İngilizce öğretmeni adaylarının sosyal öğrenme stratejileri kullanımı da öğrenci utangaçlığı ve öğrenci utangaçlığı ve öğrenci cinsiyeti etkileşimine dayalı olarak değişim göstermiştir. Bulgular ve öğretmen yetiştirme ve yabancı dil eğitimiyle ilgili çıkarımların daha detaylı bir tartışmasına makalede yer verilmiştir

Keywords

öğretmen utangaçlığı, öğrenci utangaçlığı, sınıf yönetimi stratejileri, hizmet öncesi öğretmenler, yabancı dil öğretimi

What is the Role of Shyness in Classrooms? Exploring Views of PreService Teachers on Shyness in English Language Teaching Context

Abstract

Shyness appears as an important factor affecting teachers’, pre-service teachers’ and students’ performance and how teachers handle classroom management situations in the classroom environment. Thus, this study aims to bridge the gap in the research concerning teacher and student shyness and teachers’ classroom management strategies in the field of foreign language teaching and suggest new avenues for the investigation of the differences among teachers’ classroom management strategies in terms of teacher and student shyness. To achieve this goal, a sample consisting of 99 pre-service English teachers was requested to complete a survey measuring their shyness levels and their responses to hypothetical learners with different genders and shyness levels. The results suggested that pre-service English teachers’ high-powered strategy usage displayed a difference depending on student shyness, student gender, teacher gender, the interaction of student shyness and student gender and the interaction of student shyness and teacher shyness while social learning strategies indicated a significant difference depending on student shyness and the interaction of student shyness and student gender. A more detailed discussion of the findings and implications for teacher training and foreign language education were addressed in the article.

Keywords

teacher shyness, student shyness, classroom management strategies, pre-service teachers, foreign language teaching

References

• Aron, E. N., Aron, A., & Davies, K. M. (2005). Adult shyness: The interaction of temperamental sensitivity and an adverse childhood environment. Personality and Social Psychology Bulletin, 31(2), 181-197. https://doi.org/10.1177/0146167204271419.
• Arbeau, K. A., & Coplan, R. J. (2007). Kindergarten teachers’ beliefs and responses to hypothetical prosocial, asocial, and antisocial children. Merrill-Palmer Quarterly, 53(2), 291-318. https://doi.org/10.1353/mpq.2007.0007.
• Asendorpf, J. B., & Meier, G. H. (1993). Personality effects on children’s speech in everyday life: Sociability-mediated exposure and shyness mediated reactivity to social situations. Journal of Personality and Social Psychology, 64, 1072–1083. https://doi.org/10.1037/0022-3514.64.6.1072.
• August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20, 50-57. https://doi.org/10.1111/j.1540-5826.2005.00120.x.
• Bastian, K. C., McCord, D. M., Marks, J. T., & Carpenter, D. A. (2017). Temperament for teaching? Associations between personality traits and beginning teacher performance and retention. AERA Open, 3 (1), 1-17. https://doi.org/10.1177/2332858416684764.
• Brophy, J., & McCaslin, M. (1992). Teachers’ reports of how they perceive and cope with problem students. The Elementary School Journal, 93 (1), 3–68. https://doi.org/10.1086/461712.
• Brophy, J. E., & Rohrkemper, M. M. (1981). The influence of problem ownership on teachers' perceptions of and strategies for coping with problem students. Journal of Educational Psychology, 73, 295–311.
• Bruce, B., Thernlund, G., & Nettelbladt, U. (2006). ADHD and language impairment: A study of the parent questionnaire FTF (Five to Fifteen). European Child & Adolescent Psychiatry, 15, 52–60.
• Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 47(2), 175–183. https://doi.org/10.1037/a0038547.
• Buss, K., Gingles, J., & Price, J. (1993). Parent-teacher temperament ratings and student success in reading. Reading Psychology, 14, 311–323.
• Cheek, J. M. (1983). The revised Cheek and Buss shyness scale [Unpublished doctoral dissertation], Wellesley College.
• Chu, H. R. (2008). Shyness and EFL learning in Taiwan: A study of shy and non-shy college students’ use of strategies, foreign language anxiety, motivation, and willingness to communicate [Unpublished doctoral dissertation]. University of Texas.
• Coplan, R. J., Bullock, A., Archbell, K. A., & Bosacki, S. (2015). Preschool teachers’ attitudes, beliefs, and emotional reactions to young children's peer group behaviors. Early Childhood Research Quarterly, 30, 117–127.
• Coplan, R. J., Hughes, K., Bosacki, S., & Rose-Krasnor, L. (2011). Is silence golden? Elementary school teachers’ strategies and beliefs regarding hypothetical shy/quiet and exuberant/talkative children. Journal of Educational Psychology, 103(4), 939–951. https://doi.org/10.1037/a0024551
• Coplan, R. J., & Rubin, K. H. (2010). Social withdrawal and shyness in childhood: History, theories, definitions, and assessments. In K. H. Rubin, & R. J. Coplan (Eds.), The development of shyness and social withdrawal (pp. 3–22). The Guilford Press.
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
• Crozier, W. R. (2005). Measuring shyness: Analysis of the Revised Cheek and Buss Shyness scale. Personality and Individual Differences, 38(8), 1947–1956. https://doi.org/10.1016/j.paid.2004.12.002.
• Deng, Q., Patwardhan, I., Rudasill, K., Trainin, G., Wessels, S., Torquati, J., & Coplan, R. J. (2020). Shy and outgoing preservice teachers and their responses to hypothetical problem behaviors in the classroom. Educational Psychology, 41(5), 658-673. https://doi.org/10.1080/01443410.2020.1718613.
• Deng, Q., Trainin, G., Rudasill, K., Kalutskaya, I., Wessels, S., Torquati, J., & Coplan, R. J. (2017). Elementary preservice teachers’ attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children. Learning and Individual Differences, 56, 85–95. https://doi.org/10.1016/j.lindif.2017.04.007
• Doey, L., Coplan, R. J., & Kingsbury, M. (2014). Bashful boys and coy girls: A review of gender differences in childhood shyness. Sex Roles, 70, 255-266. https://doi.org/10.1007/s11199-013-0317-9.
• Evans, M. A. (1996). Reticent primary grade children and their more talkative peers: Verbal, nonverbal, and self-concept characteristics. Journal of Educational Psychology, 88, 739-749. https://doi.org/10.1037/0022-0663.88.4.739.
• Fajet, W., Bello, M., Leftwich, S. A., Mesler, J. L., & Shaver, A. N. (2005). Pre-service teachers’ perceptions in beginning education classes. Teaching and Teacher Education, 21 (6), 717–727. https://doi.org/10.1016/j.tate.2005.05.002.
• Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30, 140-147. https://doi.org/10.1016/j.lindif.2013.12.006.
• Field, A. (2018). Discovering statistics using IBM SPSS statistics. Sage Publications.
• Flowerdew, J. & Miller, L. (1995). On the notion of culture in L2 lectures. TESOL Quarterly, 29 (2), 345-373.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (7th ed.). McGraw-Hill.
• Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967. http://dx.doi.org/10.1111/j.1467-8624.2005.00889.x.
• Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domain-specific elements of teacher–child interactions: Associations with preschool children's development. Child Development, 85, 1257–1274.
• Hopko, D. R., Stowell, J., Jones, W. H., Armento, M. E. A. & Cheek, J. M. (2005). Psychometric properties of the Revised Cheek and Buss Shyness Scale. Journal of Personality and Assessment, 84 (2), 186-193.
• Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
• Horwitz, E. K., Horwitz, M. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125-132.
• Huck, S. (2012) Reading statistics and research (6th ed.). Pearson Education.
• Jamil, F. M., Downer, J. T., & Pianta, R. C. (2012). Association of pre-service teachers’ performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39 (4), 119–138.
• Jones, J. (1999). From silence to talk: Cross-cultural ideas on students' participation in academic group discussion. English for Specific Purposes, 18 (3), 243-259.
• Kagan, J. (2012). The biography of behavioral inhibition. In M. Zentner & R. L. Shiner (Eds.) Handbook of temperament (pp. 69-82). The Guilford Press.
• Kemple, K. M., David, G. M., & Hysmith, C. (1997). Teachers’ interventions in preschool and kindergarten children’s peer interactions. Journal of Research in Childhood Education, 12, 34-47. https://doi.org/10.1080/02568549709594714.
• Kouraogo, P. (1993). Language learning strategies in input-poor environments. System, 21(2), 165-173.
• Larsen-Freeman, D. & Long, M. H., (1991). An introduction to second language acquisition research. Routledge. https://doi.org/10.4324/9781315835891.
• McWilliams, S. E. (2019). Teacher shyness and self-efficacy when working with shy children in early childhood education: A mixed methods study [Unpublished doctoral dissertation]. University of Nebraska-Lincoln.
• Mills, R. S. L., & Rubin, K. H. (1990). Parental beliefs about problematic social behaviors in early childhood. Child Development, 61, 138–151. https://doi.org/10.2307/1131054
• Oflaz, A. (2019). The effects of anxiety, shyness and language learning strategies on speaking skills and academic achievement. European Journal of Educational Research, 8 (4), 999-1011. https://doi.org/10.12973/eu-jer.8.4.999.
• Rausch, T., Karing, C., Dörfler, T., & Artelt, C. (2016). Personality similarity between teachers and their students influences teacher judgement of student achievement. Educational Psychology, 36(5), 863–878. https://doi.org/10.1080/01443410.2014.998629.
• Rimm-Kaufman, S. E., & Kagan, J. (2005). Infant predictors of kindergarten behavior: The contribution of inhibited and uninhibited temperament types. Behavioral Disorders, 30, 331–347.
• Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, R. Lerner, & N. Eisenberg (Vol. Eds.), (6th ed.). Social, emotional, and personality development. Vol. 3. Handbook of child psychology (pp. 99–166). Wiley.
• Rubin, K. H., & Coplan, R. J. (2004). Paying attention to and not neglecting social withdrawal and social isolation. Merrill-Palmer Quarterly, 50, 506–534. https://doi.org/10.1353/mpq.2004.0036.
• Rudasill, K. M., & Rimm-Kaufmann, S. E. (2009). Teacher-child relationships quality: The role of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107-120. https://doi.org/10.1016/j.ecresq.2008.12.003.
• Rudasill, K. M., Rimm-Kaufman, S. E., Justice, L. M., & Pence, K. (2006). Temperament and language skills as predictors of teacher-child relationship quality in preschool. Early Education and Development, 17, 271–291.
• Smith, B. L., Smith, T. D., Taylor, L., & Hobby, M. (2005). Relationship between intelligence and vocabulary. Perceptual and Motor Skills, 100, 101-108. https://doi.org/10.2466/pms.100.1.101-108.
• Stipek, D. & Miles, S. (2008). Effects of aggression on achievement: Does conflict with the teacher make it worse?. Child Development, 79 (6), 1721-1735. https://doi.org/10.1111/j.1467-8624.2008.01221.x.
• Sugawara, A., & Cunningham, B. (1988). Preservice teachers' perceptions of children's problem behaviors. The Journal of Educational Research, 82, 34–39.
• Swenson, S. E. (2015). Teachers’ perceptions of their interactions with shy preschool children: A phenomenological inquiry [Unpublished master’s thesis]. University of Nebraska-Lincoln.
• Timperley, H.S. & Robinson, V.M. (2001). Achieving school improvement through challenging and changing teachers' schema. Journal of Educational Change, 2, 281–300. https://doi.org/10.1023/A:1014646624263.
• Thijs, J. T., Koomen, H. M., & van der Leij, A. (2006). Teachers’ self-reported pedagogical practice toward socially inhibited, hyperactive, and average children. Psychology in the Schools, 43, 635–651. https://doi.org/10.1002/pits.20171.
• Tsui, A. (1996). Reticence and anxiety in second language learning. In K. Bailey & D. Nunan (Eds.), Voices from the Language Classroom (pp. 145-167), Cambridge University Press.