Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Yıldız Teknik Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2024
Tezin Dili: İngilizce
Öğrenci: Sevda Kayıkçı Peker
Danışman: Hatice Gülru Yüksel
Özet:
The L2 motivational
self-system (L2MSS) is a theory explaining L2 motivation through three
constructs: ideal L2 self, ought-to L2 self, and L2 learning experience. Research
on L2MSS mostly comprises survey studies, and the number of intervention
studies is fewer in the literature. Thus, this quasi-experimental intervention
study on L2 motivation aims to contribute to the literature by filling in this
gap. The study specifically focuses on the ideal L2 self of university students
through technology-integrated classroom practices. Additionally, the study aims
to explore the effect of the six-week intervention program on the ought-to L2
self and attitudes toward learning English, which is considered equivalent to the
L2 learning experience, through a questionnaire used as pre- and post-tests.
Moreover, the influence of proficiency level on the L2MSS constructs was
investigated. Six intact classes were assigned as experimental (n = 79) and
control (n = 90) groups. The activities, adopted from a resource book by Dörnyei
and Hadfield (2014), included envisioning the ideal L2 self, creating a roadmap
with strategies and plans to reach it, and activating the ideal L2 self.
Furthermore, students used an AI app and wrote about different scenarios for
their ideal L2 selves and received a realistic photo on the app. Besides, role
models with similar educational backgrounds were invited, and in the post-test,
the experimental groups were asked about this experience. The T-test results revealed
that after the intervention, there was a significant difference regarding the
ideal L2 self, with the experimental group having a higher level in the
post-test. Differences in the ought-to L2 self and attitudes toward learning
English were found to be insignificant. Moreover, students with higher
proficiency levels had significantly higher levels of ideal L2 self; however,
the difference between proficiency levels regarding the ought-to L2 self and attitudes
toward learning English was insignificant. Open-ended questions regarding the
role models revealed positive outcomes from these interviews, such as enhanced
motivation and ideal L2 self. Finally, pedagogical implications are discussed,
and suggestions for further studies are shared.