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首页> 外文期刊>Procedia - Social and Behavioral Sciences >The Effects of Autonomy-Supportive Climates on EFL Learner's Engagement, Achievement and Competence in English Speaking Classrooms
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The Effects of Autonomy-Supportive Climates on EFL Learner's Engagement, Achievement and Competence in English Speaking Classrooms

机译：支持自主性的气氛对英语课堂中英语学习者的参与，成就和能力的影响

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Self-determination theory (SDT), one of motivation theories, divides learning contexts into two groups as autonomy-supportive and controlled climates according to teacher's behaviours. Autonomy-supportive climates are associated with teacher behaviours which facilitate student's learning, and mostly related to intrinsic motivation, higher perceived competence, higher academic achievement and classroom engagement. Unlike autonomy-supportive ones, controlled climates are connected with teacher behaviours which have detrimental effects on students’ learning, and related to amotivation, extrinsic motivation, negative emotions towards learning, less academic achievement, dropping out of school. Considering these facts, this study hypothesized that learning climate's being perceived as autonomy supportive or controlled would be closely associated with student's perception about their English speaking competence, achievement in English speaking and classroom engagement. To test the hypothesis, 55 Turkish EFL preparatory-first graders chosen according to convenience sampling completed a four-section form including a learning climate questionnaire, a perceived competence scale, an engagement question and demographic questions including gender, age group, last examination score. Descriptive and correlation analyses of the data supported the hypothesis. Findings showed that speaking course teachers created an autonomous environment and their students had high levels of perceived competence in speaking. In addition, autonomy-supportive teacher behaviours were positively correlated with perceived competence (p< .05). Furthermore, these behaviours were significantly and positively correlated with student's engagement in English speaking lessons and achievements (p< .01).
机译：自我决定理论（SDT）是一种动机理论，它根据教师的行为将学习环境分为两类，分别是自主支持和控制的气氛。支持自主的氛围与促进学生学习的教师行为有关，并且主要与内在动机，更高的感知能力，更高的学业成就和课堂参与度有关。与自主性支持不同，控制性气氛与教师行为有关，这会对学生的学习产生不利影响，并与动机，外在动机，对学习的负面情绪，学习成绩下降，辍学有关。考虑到这些事实，本研究假设学习氛围被认为是支持或控制的自主权，将与学生对其英语能力，英语口语成绩和课堂参与度的感知紧密相关。为了检验假设，根据便利抽样选择的55名土耳其EFL一年级新生填写了一个四部分的表格，其中包括学习气候问卷，感知能力量表，敬业度问题和人口统计学问题，包括性别，年龄组，最后考试分数。数据的描述性和相关性分析支持了这一假设。调查结果表明，口语课程教师创造了一个自主的环境，他们的学生在口语方面具有很高的感知能力。此外，自主性支持教师的行为与感知能力呈正相关（p <0.05）。此外，这些行为与学生参与英语课和学习成绩显着正相关（p <.01）。

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