000			03545nam a22002657a 4500
003			KOHA
005			20231106154422.0
008			231106d2023 cy ||||| m||| 00| 0 eng d
040			_aCY-NiCIU _beng _cCY-NiCIU _erda
041			_aeng
090			_aYL 3096 _bT27 2023
100	1		_aTaşkın, Esra
245	1	0	_aRESEARCH INTO TURKISH EFL LEARNERS’ ACHIEVEMENT REGARDING THEIR INTRINSIC – EXTRINSIC MOTIVATION, ATTENDANCE AND GENDER / _cESRA TAŞKIN; SUPERVISOR: PROF. DR. MEHMET ALİ YAVUZ
264			_c2023
300			_avii, 65 sheets; _c31 cm. _e1 CD-ROM
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
502			_aThesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching Department
504			_aIncludes bibliography (sheets 48-57)
520			_aABSTRACT The current study aimed to investigate Turkish university students’ achievement in English as foreign language in terms of their intrinsic-extrinsic motivation, attendance and gender factors. The study process was initiated after the researcher obtained the necessary permission from the ethics committee of Cyprus Science University. 363 students voluntarily participated in the study. The participants were the 1st, 2nd, 3rd and 4th year university students taking English as a compulsory course in a private University in TRNC (Turkish Republic of Northern Cyprus). The data were collected from the participants by the fall semester of 2022 – 2023 academic year. Data consists of the students' final exam scores, attendance and results of the questionnaire that provides the levels of students' intrinsic-extrinsic motivation and demographic information. To obtain information about the participants’ intrinsic and extrinsic motivation, a motivation scale was used after getting permission from the researchers, Karayazgan & Saraçoğlu, (2021). According to the result of the present study, the mean difference between the achievement of the higher and the lower attendance groups wasfound to be statistically very significant, and the correlation between the students’ attendance and their achievement was calculated and a significant small positive relationship was found. In spite of the very significant difference between the aforementioned groups in terms of their attendance and achievement, the correlation between the participants’ attendance and achievement is not very high. This can be attributed to the students’ background language education and the time they allocated to study English outside the classroom. As there is no significant difference between the two groups in terms of their intrinsic and extrinsic motivation, it can be said that EFL students’ attendance plays an important role in their achievement. In addition, it was found that the intrinsic motivation of the students who attended the course regularly was higher than their extrinsic motivation. Considering the two different results about gender, it can be said that there is no relationship between attendance and gender, but there is a significant relationship between achievement and gender. Keywords: Achievement, Attendance, Extrinsic Motivation - Intrinsic Motivation, ,Gender, Turkish University EFL Students
650		0	_a English language _vDissertations, Academic _xStudy and teaching _xForeign speakers
700	1		_aYavuz, Mehmet Ali _esupervisor
942			_2ddc _cTS
999			_c291667 _d291667