Research Article
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İkinci dilde yazma tutumu, yazma özyeterliği ve yazma kaygısının incelenmesi için Bayes istatistiği kullanımı

Year 2019, Volume: 1 Issue: 2, 60 - 69, 07.08.2019

Abstract

İkinci dilde yazma becerisiyle ilgili psikolojik değişkenlerin rolü çok kez incelenmiş ve yazma tutumu, öz yeterlik yazma ve yazma kaygısı da bu incelemelere dahil edilmiştir. Ancak, ikinci dilde yazma ile ilişkili psikolojik değişkenlerle ilgili çalışmaların çoğunun, sonuçlara ulaşmak için klasik istatistik yöntemleri kullandığı görülmektedir. Bu bağlamda çalışma, klasik istatistiğe göre daha karmaşık modeller oluşturabilen, önceki modelleri yeni modeller ile birlikte kullanabilen ve genel olarak daha fazla bilgi verme kapasitesine sahip olan Bayes istatistiği yöntemlerini kullanarak ikinci dile yazma tutumu, yazma özyeterliği ve yazma kaygısı arasındaki olası ilişkilere alternatif bir yorum getirmeyi amaçlamaktadır. Çalışma kesitsel ve betimsel bir tasarıma sahiptir. 152 İngilizce Öğretmeni adayı gönüllü olarak çalışmaya katılmıştır. Toplanan veriler öncelikle normallik analizlerine tabi tutulmuş, bunun ardından, yukarıda belirtilen psikolojik değişkenler arasındaki potansiyel ilişkileri sınamak için Bayes korelasyon analizleri kullanılmıştır. Bulgular daha önce ikinci yazma tutumu ile yazma özyeterliği arasındaki pozitif korelasyon ile yazma kaygısı ile yazma tutumu arasındaki negatif korelasyonu doğrulamış ve tüm ilişkiler için en uç düzeyde kanıt bulunduğunu göstermiştir. 

References

  • Blasco, J. A. (2016). The Relationship Between Writing Anxiety, Writing Self-Efficacy, And Spanish EFL Students’ Use of Metacognitive writing Strategies: A Case Study. Journal of English Studies, 14, 7-45. doi: 10.18172/jes.3069
  • Brown, H.D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education: New York.
  • Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335.
  • Cumming, G. (2014). The New Statistics: Why and How. Psychological Science, 25, 7–29. doi:10.117/0956797613504966.
  • Erdoğan, T. (2013). The effect of creative drama method on preservice classroom teachers’ writing skills and attitudes towards writing. Australian Journal of Teacher Education, 38(1), 45-61. doi: 10.14221/ajte.2013v38n1.5
  • Ho, M. (2016). Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan. Higher Education Studies, 6(1), 24-39. doi: 10.5539/hes.v6n1p24
  • Jaynes, E. T. (2003). Probability theory: The logic of science. Cambridge: Cambridge University Press.
  • Jeffreys, H. (1935). Some tests of significance, treated by the theory of probability. Proceedings of the Cambridge Philosophy Society, 31, 203–222.
  • JASP Team (2018). JASP (Version 0.9.2.0) [Computer Software]. Retrieved from https://jasp-stats.org.
  • König, C., & van de Schoot, R. (2018). Bayesian statistics in educational research: a look at the current state of affairs. Educational Review, 70(4), 486-509. doi: 10.1080/00131911.2017.1350636
  • Lindley, D. V. (1993). The analysis of experimental data: The appreciation of tea and wine. Teaching Statistics, 15, 22–25.
  • Lindley, D. V. (2000). The philosophy of statistics. The Statistician, 49, 293–337.
  • Mckey, A. & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Norouzian, R., de Miranda, M., & Plonsky, L. (2018). The Bayesian Revolution in Second Language Research: An Applied Approach. Language Learning, 68(4), 1032-1075. doi: 10.1111/lang.12310
  • O’Hagan, A., 2004. Bayesian statistics: Principles and benefits. Wageningen UR Frontis Series 3, 31-45. Retrieved from http://library.wur.nl/frontis/bayes/03_o_hagan.pdf.
  • Oppong, F. B., & Agbedra, S. Y. (2016). Assessing Univariate and Multivariate Normality, A Guide for Non-Statisticians. Mathematical Theory and Modelling, 6(2), 26-33. Pajares, F., Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90, 353-360.
  • Pratt, J. W., Raiffa, H., & Schlaifer, R. (1995). Introduction to statistical decision theory. Cambridge: MIT Press.
  • Pratte, M. S., & Rouder, J. N. (2012). Assessing the dissociability of recollection and familiarity in recognition memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 1591–1607.
  • Rouder, J. N. (2014). Optional stopping: No problem for Bayesians. Psychonomic Bulletin & Review, 21, 301–308.
  • Sellke, T., Bayarri, M. J., & Berger, J. O. (2001). Calibration of p values for testing precise null hypotheses. The American Statistician, 55, 62–71.
  • Tabachnick, B. G. & Fidell, L. S. (2014). Using Multivariate Statistics. England: Pearson Education Limited.
  • Wagenmakers, E.-J. (2007). A practical solution to the pervasive problems of p values. Psychonomic Bulletin & Review, 14(5), 779–804. doi:10.3758/BF03194105
  • Wagenmakers, E.-J., Lee, M., Lodewyckx, T., & Iverson, G. J. (2008). Bayesian Versus Frequentist Inference. In H. Hoijtink, I. Klugkist, & P. Boelen (eds.), Bayesian evaluation of informative hypotheses (pp. 181–207). New York, NY: Springer. doi:10.1007/978-0-387-09612-4_9
  • Wagenmakers, E.-J., Marsman, M., Jamil, T., Ly, A., Verhagen, J., Love, J., Selker, R., Gronau, Q. F., Smira, M., Epskamp, S., Matzke, D., Rouder, J. N., & Morey, R. D. (2018). Bayesian inference for psychology. Part I: Theoretical advantages and practical ramifications. Psychonomic Bulletin & Review, 25, 35–57.
  • Yavuz-Erkan, D. (2004). Efficacy of cross-cultural e-mail exchange for enhancing EFL writing: A perspective for tertiary-level Turkish EFL learners. Unpublished PhD Dissertation. Çukurova University, Adana/Turkey
  • Yavuz-Erkan, D. & İflazoğlu-Saban, A. (2011). Writing performance relative to writing apprehension, self-efficacy in writing, and attitudes towards writing: A correlational study in Turkish tertiary-level EFL. Asian EFL Journal, 13, 1, 164-192.

Using Bayesian statistics to investigate the relationships among l2 writing attitude, writing self-efficacy and writing anxiety

Year 2019, Volume: 1 Issue: 2, 60 - 69, 07.08.2019

Abstract

The role of relevant psychological variables in L2 writing is very well documented in the literature and writing attitude, writing self-efficacy and writing anxiety are no exception. However, it is seen in the literature that the majority of the studies with respect to L2 writing-related psychological variables utilize frequentist or classical statistics to make inferences and come to conclusions. In this respect, the present study aimed to fill a gap in the literature by proposing an alternative interpretation of the possible relationships among L2 writing attitude, writing self-efficacy and writing anxiety by means of Bayesian statistics, as they have advantages over their frequentist counterparts in educational research in terms of estimating more complex models, making estimations based on prior models and being more informative in general. The study had a cross-sectional and descriptive design. 152 pre- service teachers of English participated in the study and completed writing attitude, writing self-efficacy and writing anxiety scales voluntarily. The data collected was subjected to analyses to check for normality. Following the tests of normality, Bayesian correlation analyses were used to check potential relationships among the aforementioned psychological variables. The findings confirmed the previously identified positive correlation between L2 writing attitude and writing self-efficacy as well as the negative correlation of L2 writing anxiety with writing attitude and writing self-efficacy with a Bayesian approach, indicating extreme evidence for all relationships.

References

  • Blasco, J. A. (2016). The Relationship Between Writing Anxiety, Writing Self-Efficacy, And Spanish EFL Students’ Use of Metacognitive writing Strategies: A Case Study. Journal of English Studies, 14, 7-45. doi: 10.18172/jes.3069
  • Brown, H.D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education: New York.
  • Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335.
  • Cumming, G. (2014). The New Statistics: Why and How. Psychological Science, 25, 7–29. doi:10.117/0956797613504966.
  • Erdoğan, T. (2013). The effect of creative drama method on preservice classroom teachers’ writing skills and attitudes towards writing. Australian Journal of Teacher Education, 38(1), 45-61. doi: 10.14221/ajte.2013v38n1.5
  • Ho, M. (2016). Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan. Higher Education Studies, 6(1), 24-39. doi: 10.5539/hes.v6n1p24
  • Jaynes, E. T. (2003). Probability theory: The logic of science. Cambridge: Cambridge University Press.
  • Jeffreys, H. (1935). Some tests of significance, treated by the theory of probability. Proceedings of the Cambridge Philosophy Society, 31, 203–222.
  • JASP Team (2018). JASP (Version 0.9.2.0) [Computer Software]. Retrieved from https://jasp-stats.org.
  • König, C., & van de Schoot, R. (2018). Bayesian statistics in educational research: a look at the current state of affairs. Educational Review, 70(4), 486-509. doi: 10.1080/00131911.2017.1350636
  • Lindley, D. V. (1993). The analysis of experimental data: The appreciation of tea and wine. Teaching Statistics, 15, 22–25.
  • Lindley, D. V. (2000). The philosophy of statistics. The Statistician, 49, 293–337.
  • Mckey, A. & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Norouzian, R., de Miranda, M., & Plonsky, L. (2018). The Bayesian Revolution in Second Language Research: An Applied Approach. Language Learning, 68(4), 1032-1075. doi: 10.1111/lang.12310
  • O’Hagan, A., 2004. Bayesian statistics: Principles and benefits. Wageningen UR Frontis Series 3, 31-45. Retrieved from http://library.wur.nl/frontis/bayes/03_o_hagan.pdf.
  • Oppong, F. B., & Agbedra, S. Y. (2016). Assessing Univariate and Multivariate Normality, A Guide for Non-Statisticians. Mathematical Theory and Modelling, 6(2), 26-33. Pajares, F., Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90, 353-360.
  • Pratt, J. W., Raiffa, H., & Schlaifer, R. (1995). Introduction to statistical decision theory. Cambridge: MIT Press.
  • Pratte, M. S., & Rouder, J. N. (2012). Assessing the dissociability of recollection and familiarity in recognition memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 1591–1607.
  • Rouder, J. N. (2014). Optional stopping: No problem for Bayesians. Psychonomic Bulletin & Review, 21, 301–308.
  • Sellke, T., Bayarri, M. J., & Berger, J. O. (2001). Calibration of p values for testing precise null hypotheses. The American Statistician, 55, 62–71.
  • Tabachnick, B. G. & Fidell, L. S. (2014). Using Multivariate Statistics. England: Pearson Education Limited.
  • Wagenmakers, E.-J. (2007). A practical solution to the pervasive problems of p values. Psychonomic Bulletin & Review, 14(5), 779–804. doi:10.3758/BF03194105
  • Wagenmakers, E.-J., Lee, M., Lodewyckx, T., & Iverson, G. J. (2008). Bayesian Versus Frequentist Inference. In H. Hoijtink, I. Klugkist, & P. Boelen (eds.), Bayesian evaluation of informative hypotheses (pp. 181–207). New York, NY: Springer. doi:10.1007/978-0-387-09612-4_9
  • Wagenmakers, E.-J., Marsman, M., Jamil, T., Ly, A., Verhagen, J., Love, J., Selker, R., Gronau, Q. F., Smira, M., Epskamp, S., Matzke, D., Rouder, J. N., & Morey, R. D. (2018). Bayesian inference for psychology. Part I: Theoretical advantages and practical ramifications. Psychonomic Bulletin & Review, 25, 35–57.
  • Yavuz-Erkan, D. (2004). Efficacy of cross-cultural e-mail exchange for enhancing EFL writing: A perspective for tertiary-level Turkish EFL learners. Unpublished PhD Dissertation. Çukurova University, Adana/Turkey
  • Yavuz-Erkan, D. & İflazoğlu-Saban, A. (2011). Writing performance relative to writing apprehension, self-efficacy in writing, and attitudes towards writing: A correlational study in Turkish tertiary-level EFL. Asian EFL Journal, 13, 1, 164-192.
There are 26 citations in total.

Details

Primary Language English
Journal Section Research Articles
Authors

Kutay Uzun 0000-0002-8434-0832

Publication Date August 7, 2019
Submission Date March 15, 2019
Published in Issue Year 2019 Volume: 1 Issue: 2

Cite

APA Uzun, K. (2019). Using Bayesian statistics to investigate the relationships among l2 writing attitude, writing self-efficacy and writing anxiety. International Journal of Educational Spectrum, 1(2), 60-69.

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