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Türkiye'de yükseköğretim düzeyinde İngilizce öğrenen uluslararası öğrencilerin bağlılıklarının araştırılması

Year 2025, Volume: 8 Issue: 1, 135 - 156, 31.05.2025

Hüsem Korkmaz

https://doi.org/10.33400/kuje.1601848

Abstract

Bir yabancı dil öğrenmek güçlü bir motivasyon, kararlılık, başkalarıyla iş birliği yapma ve yabancı dil öğrenme kaygısıyla başa çıkma gibi bir dizi güçlüğü barındırdığından ve ayrıca, uluslararası öğrenciler bu zorlukların çoğunu ev sahibi ülkedeki ilk yıllarında deneyimlediklerinden, uluslararası öğrencilerin duyuşsal durumları öğrenme çıktıları üzerinde önemli rol oynamaktadır. Bu doğrultuda mevcut çalışma, ikinci dil öğrenenlerin temel psikolojik ihtiyaçlarından biri olarak kabul edilen bağlılık duygusunu yükseköğretim düzeyinde uluslararası İngilizce öğrencileri bağlamında inceleyen nitel bir araştırmadır. Çalışma Türk yükseköğretim bağlamında uluslararası İngilizce öğrencileri ile gerçekleştirilmiştir. Toplamda 12 katılımcı çalışmada yer almış ve yarı yapılandırılmış görüşmeler yoluyla toplanan veriler, ilgili kodlar ve temaları saptamak amacıyla tematik analiz yöntemi kullanılarak analiz edilmiştir. Elde edilen bulgular, öğretim elemanlarının ve diğer personelin uluslararası İngilizce öğrencilerine karşı olumlu ve ayrımcı olmayan tutumlarının katılımcıların bağlılık duygusuna önemli ölçüde katkıda bulunduğunu; zayıf arkadaşlık bağları, anavatan özlemi ve öğrenim ücretleri ile yaşam masrafları gibi bir takım faktörlerin ise bu hissi zayıflattığını göstermektedir. Bazı katılımcılar, sosyal etkinlikler, ders dışı faaliyetler ve konuşma kulüplerinin bağlılık algılarını arttırabileceğini ve dolayısıyla İngilizce öğrenme motivasyonlarına katkıda bulunabileceğini önermektedir. Çalışmadan yapılacak pedagojik çıkarımların Türkiye'de yükseköğretim düzeyinde İngilizce öğretimi alanındaki paydaşlar için yol gösterici olması beklenmektedir. Bu bağlamda, bağlılık duygularını artıran politikalar ve eylemlerin, yükseköğretim programlarında İngilizce öğrenen uluslararası öğrencilerin devamlılık ve başarılarını artırması beklenmektedir.

Keywords

İngilizce öğrenenler yükseköğretim uluslararası öğrenciler psikolojik ihtiyaçlar Bağlılık

Ethical Statement

Araştırmanın planlanmasından uygulanmasına, verilerin toplanmasından verilerin analizine kadar geçen tüm süreçte “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi ”nde belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiği Eylemleri” başlığı altında belirtilen eylemlerin hiçbiri gerçekleştirilmemiştir. Bu çalışmanın yazım sürecinde bilimsel, etik ve atıf kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamış ve bu çalışma değerlendirilmek üzere başka bir akademik ortama gönderilmemiştir. Araştırma etik kurulu onay bilgileri Etik kurulun adı: Manisa Celal Bayar Üniversitesi Sosyal ve Beşeri Bilimler Bilimsel Araştırma ve Yayın Etik Kurulu Karar tarihi: 29.12.2023 Belge yayın numarası: E--050.01-695236

References

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  • King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26-38. http://dx.doi.org/10.1016/j.cedpsych.2015.04.002
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  • Lee, J. J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53, 381-409. https://doi.org/10.1007/s10734-005-4508-3
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  • Leow, S., Leow, K., & Ean, C. L. C. (2023). Satisfaction of basic psychological needs and eudaimonic well-being among first-year university students. Cogent Social Sciences, 9(2), Article 2275441. https://doi.org/10.1080/23311886.2023.2275441
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  • Munoz, A., & Ramirez, M. (2015). Teachers’ conceptions of motivation and motivating practices in second-language learning: A self-determination theory perspective. Theory and Research in Education, 13(2), 198-220. https://doi.org/10.1177/1477878515593885
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Exploring the relatedness of international English language learners at the tertiary level in Türkiye

Year 2025, Volume: 8 Issue: 1, 135 - 156, 31.05.2025

Hüsem Korkmaz

https://doi.org/10.33400/kuje.1601848

Abstract

As learning a foreign language encompasses a number of challenges, such as requiring strong motivation, determination, collaboration with others, and coping with foreign language learning anxiety, and since international students experience many of the challenges during their first year in the host country, the affective states of the international students play a crucial role in their learning outcomes. Thus, this study is a qualitative investigation into the international English language learners’ feelings of relatedness, which is accepted as one of the basic psychological needs of second language learners. The study was carried out with international EFL learners in the Turkish tertiary context. A total of 12 participants took part in the study, and the data collected through semi-structured interviews were analysed using thematic analysis in order to come up with relevant codes and themes. The findings suggest that positive and non-discriminative attitudes of the instructors and other staff seem to contribute considerably to the participants’ sense of relatedness, while weak friendship ties, homesickness, and financial factors such as tuition fees and living expenses reduce it. Some participants recommended that social activities, extracurricular tasks, and speaking clubs could increase relatedness perceptions, and thus contribute to their motivation to learn English. The pedagogical implications are expected to pave the way for the stakeholders to gain more insight regarding the field of English Language Teaching at the higher education level in Türkiye. In this regard, policies and actions contributing to the feelings of relatedness are expected to increase their retention and achievement in the higher education programs.

Keywords

English language learners higher education international students psychological needs relatedness

Ethical Statement

All the rules stated in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" were followed in the entire process from the planning, implementation, data collection to the analysis of the data. None of the actions specified under the second section of the Directive, "Scientific Research and Publication Ethics Actions" have been carried out. During the writing process of this study, scientific, ethical and citation rules were followed; no falsification was made on the collected data and this study was not sent to any other academic media for evaluation. Research ethics committee approval information Name of the ethics committee: Manisa Celal Bayar University Social Sciences and Humanities Scientific Research and Publication Ethics Committee Date of the decision: 29.12.2023 Document issue number: E--050.01-695236

References

  • Abbott, A., & Silles, M. (2016). Determinants of international student migration. The World Economy, 39(5), 621-635. https://doi.org/10.1111/twec.12319
  • Agawa, T. (2020). A qualitative examination of relatedness needs in Japanese EFL classrooms and task motivation. Journal for the Psychology of Language Learning, 2(1), 6-25. http://www.jpll.org/index.php/journal/article/view/agawa
  • Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5, 131-154. https://doi.org/10.1177/1475240906065589
  • Aydoğan, H. (2018). Students' autonomy, relatedness and English language competencies in their cognitive domains. Anemon Muş Alparslan University Journal of Social Sciences, 6(4), 489-494. https://doi.org/10.18506/anemon.361331
  • Beachboard, M. R., Beachboard, J. C., Li, W., & Adkison, S. R. (2011). Cohorts and relatedness: Self-determination theory as an explanation of how learning communities affect educational outcomes. Research in Higher Education, 52, 853-874. https://doi.org/10.1007/s11162-011-9221-8
  • Beine, M., Noël, R., & Ragot, L. (2014). Determinants of the international mobility of students. Economics of Education Review, 41, (40–54). https://doi.org/10.1016/j.econedurev.2014.03.003
  • Berry, J. W. (1997). Immigration, acculturation and adaptation. Applied Psychology: An International Review, 46(1), 5-68. https://doi.org/10.1111/j.1464-0597.1997.tb01087.x
  • Berry, J. W. (2006). Contexts of acculturation. In D. L. Sam, & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 27-42). Cambridge University Press.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Chen, C. P. (1999). Professional issues: Common stressors among international college students: Research and counseling implications. Journal of College Counseling, 2(1), 49-65. https://doi.org/10.1002/j.2161-1882.1999.tb00142.x
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  • Crawford, J., Cowling, M., Ashton-Hay, S., Kelder, J. A., Middleton, R., & Wilson, G. S. (2023). Artificial intelligence and authorship editor policy: ChatGPT, Bard, Bing AI, and beyond. Journal of University Teaching & Learning Practice, 20(5), 1-11. https://doi.org/10.53761/1.20.5.01
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and the “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227–268. https://doi.org/10.1207/S15327965PLI1104_01
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3), 325-346. http://dx.doi.org/10.1080/00461520.1991.9653137
  • Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign/second language teaching and acquisition research. Frontiers in Psychology, 10(2128), 1–13. https://doi.org/10.3389/fpsyg.2019.02128
  • Feng, E., Zhao, X., & Wang, H. (2023). Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach. International Review of Applied Linguistics in Language Teaching, (0), 1-24. https://doi.org/10.1515/iral-2023-0087
  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162. http://dx.doi.org/10.1037/0022-0663.95.1.148
  • Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2005). Behavioral predictors of changes in social relatedness and liking school in elementary school. Journal of School Psychology, 43(4), 281-301. https://doi.org/10.1016/j.jsp.2005.06.002
  • Goode, E., Roche, T., Wilson, E., Zhang, J., & McKenzie, J. W. (2024). The success, satisfaction and experiences of international students in an immersive block model. Journal of University Teaching & Learning Practice, 21(2), 8. https://doi.org/10.53761/1.21.2.08
  • Ismailov, M., & Ono, Y. (2021). Assignment design and its effects on Japanese college freshmen’s motivation in L2 emergency online courses: A qualitative study. The Asia-Pacific Education Researcher, 30(3), 263-278.
  • Jin, L., & Wang, C. D. (2018). International students’ attachment and psychological well-being: the mediation role of mental toughness. Counselling Psychology Quarterly, 31(1), 59-78. https://doi.org/10.1080/09515070.2016.1211510
  • Karuppan, C. M., & Barari, M. (2010). Perceived discrimination and international students' learning: An empirical investigation. Journal of Higher Education Policy and Management, 33(1), 67-83. https://doi.org/10.1080/1360080X.2011.537013
  • Kaufman, A., & Dodge, T. (2009). Student perceptions and motivation in the classroom: Exploring relatedness and value. Social Psychology of Education, 12, 101-112. https://doi.org/10.1007/s11218-008-9070-2
  • King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26-38. http://dx.doi.org/10.1016/j.cedpsych.2015.04.002
  • Kritz, M. M. (2006). Globalisation and internationalisation of tertiary education. In International Symposium on International Migration and Devel-337 MIGRATION AND DEVELOPMENT: CONTESTED CONSEQUENCES. https://www.un.org/en/development/desa/population/events/pdf/other/turin/P02_Kritz.pdf
  • Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
  • Lee, J. J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53, 381-409. https://doi.org/10.1007/s10734-005-4508-3
  • Leeming, P., & Harris, J. (2022). Measuring foreign language students’ self‐determination: A Rasch validation study. Language Learning, 72(3), 646-694. https://doi.org/10.1111/lang.12496
  • Leow, S., Leow, K., & Ean, C. L. C. (2023). Satisfaction of basic psychological needs and eudaimonic well-being among first-year university students. Cogent Social Sciences, 9(2), Article 2275441. https://doi.org/10.1080/23311886.2023.2275441
  • Mori, S. C. (2000). Addressing the mental health concerns of international students. Journal of Counseling & Development, 78(2), 137-144. https://doi.org/10.1002/j.1556-6676.2000.tb02571.x
  • Munoz, A., & Ramirez, M. (2015). Teachers’ conceptions of motivation and motivating practices in second-language learning: A self-determination theory perspective. Theory and Research in Education, 13(2), 198-220. https://doi.org/10.1177/1477878515593885
  • Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22, 1-18. https://doi.org/10.1177/16094069231205789
  • Nazir, T., & Özçiçek, A. (2023). Adjustment challenges and coping strategies of Arab female international university students. Frontiers in Psychology, 14, Article 1125368. https://doi.org/10.3389/fpsyg.2023.1125368
  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57–85. https://doi.org/10.1111/0023-8333.00111
  • OECD, (2023). “What is the profile of internationally mobile students?”, in Education at a Glance 2023: OECD Indicators. OECD Publishing. https://doi.org/10.1787/d2e19f64-en
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Details

Primary Language English
Subjects Psychological Foundations of Education
Journal Section Articles
Authors

Hüsem Korkmaz 0000-0002-5759-7392

Publication Date May 31, 2025
Submission Date December 15, 2024
Acceptance Date February 1, 2025
Published in Issue Year 2025 Volume: 8 Issue: 1

Cite

APA Korkmaz, H. (2025). Exploring the relatedness of international English language learners at the tertiary level in Türkiye. Kocaeli Üniversitesi Eğitim Dergisi, 8(1), 135-156. https://doi.org/10.33400/kuje.1601848
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