Show simple item record

dc.contributor.advisorPeker, Hilal
dc.contributor.authorÖzkaynak, Onur
dc.date.accessioned2020-06-19T06:04:04Z
dc.date.available2020-06-19T06:04:04Z
dc.date.copyright2020-06
dc.date.issued2020-06
dc.date.submitted2020-06-17
dc.identifier.urihttp://hdl.handle.net/11693/53654
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, Department of Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2020.en_US
dc.descriptionIncludes bibliographical references (leaves 128-148).en_US
dc.description.abstractThe purpose of this study was to investigate the relationship between translanguaging practices, foreign language classroom anxiety (FLCA), reconceptualized L2 motivational self system (R-L2MSS), and English language achievement scores of emergent bilinguals. To this end, 386 A1 and A2-level English learners, studying at a preparatory school of a university in Turkey, took part in the study. The quantitative data were derived through a 45-item survey. First, an exploratory factor analysis performed on the responses to the Translanguaging Practices Scale and two factors were obtained. Subsequently, the whole data were adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results, analyzed in Smart PLS (Version 3.2.9), revealed there was a statistically significant relationship between translanguaging practices, foreign language classroom anxiety, and reconceptualized L2 motivational self system. However, the relationship between translanguaging practices and English language achievement scores was not statistically significant.en_US
dc.description.statementofresponsibilityby Onur Özkaynaken_US
dc.format.extentxii, 166 leaves : charts (color) ; 30 cm.en_US
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTranslanguaging practicesen_US
dc.subjectForeign language classroom anxietyen_US
dc.subjectReconceptualized L2 motivational self systemen_US
dc.titleA structural equation model on translanguaging practices, foreign language classroom anxiety, reconceptualized L2 motivational self system, and foreign language achievement of emergent bilingualsen_US
dc.title.alternativeGelişmekte olan iki dilli bireylerin diller arası geçişlilik uygulamaları, yabancı dil sınıf kaygısı, yeniden kavramsallaştırılmış ikinci dil motivasyonel benlik sistemi ve yabancı dil başarısı üzerine bir yapısal eşitlik modelien_US
dc.typeThesisen_US
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.publisherBilkent Universityen_US
dc.description.degreeM.S.en_US
dc.identifier.itemidB160311


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record