Yazar "Irgatoglu, Aydan" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • Küçük Resim Yok
    Öğe
    Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners
    (Sage Publications Inc, 2023) Kirmizi, Ozkan; Irgatoglu, Aydan; Atalmis, Erkan Hasan
    The purpose of this study is to analyse the structural relations between L2 learners' mindsets, L2 grit and the L2 motivational self-system (L2MSS). The main driving force behind the study is the observation that mindsets have emerged as a significant variable in language-teaching research over the past years. The study was conducted with 403 L2 learners. To see the structural relations between and among the variables in the study, a structural equation model was used. The revised model showed that a growth mindset affects both the perseverance of effort (POE) and the consistency of interest (COI), which are the components that make up grit. Moreover, POE and COI mediate the relationship between the growth mindset and L2MSS, with the highest mediating impact between growth mindset and ideal L2 self. The study discovered that a fixed mindset only predicted ought-to L2 self/others. Finally, several theoretical and pedagogical implications are proposed based on the findings of the study.
  • Küçük Resim Yok
    Öğe
    An investigation of the relation between pre-service efl teachers’ epistemological cognition and teaching approaches
    (2021) Kırmızı, Özkan; Irgatoglu, Aydan
    This study was undertaken to investigate the relation between pre-service EFL teachers’ epistemological beliefs and their approaches to teaching. The participants are 105 pre-service EFL teachers, selected based on a random sampling method. To measure pre-service EFL teachers’ epistemological beliefs, The Epistemological Beliefs Survey, developed by Chan and Eliott (2004), was used. This survey conceptualizes epistemological beliefs under four dimensions; namely “innate/fixed ability, learning effort/process, authority/expert knowledge, and certainty knowledge.” To measure, pre-service EFL teachers’ approaches to teaching, the Approaches to Teaching Inventory, developed by Trigwell, Prosser, and Ginns (2005), was utilized. This tool has three major subdimensions; “transmission-based, student-teacher interaction, and student focus.” Descriptive and correlational statistical analyses were used. The results indicated that pre-service EFL teachers moderately agree with the sub-dimensions of epistemological beliefs and the most important sub-dimension that predict teaching approaches is the effort dimension of epistemological beliefs.