EXAMINING PRESERVICE ENGLISH LANGUAGE TEACHERS? EPISTEMOLOGICAL BELIEFS AND STUDY PROCESSES IN TERMS OF VARIOUS VARIABLES

Abstract

Author(s): Volkan L羹tfi PAN Tu?ba YANPAR YELKEN

In this research, preservice English Language teachers’ epistemological beliefs and study processes were examined in terms of several variables. The survey model which aims to describe a situation that exists currently or in the past was used in the research. The universe of the research was formed of 237 (1st grade, 2nd grade, 3rd grade and 4th grade) preservice teachers. The data were gathered by “Epistemic Belief Inventory” developed by Schraw, Bendixen and Dunkle (2002), “Revised Two-Factor Study Process Questionnaire: RSPQ-2F” developed by Biggs, Kember and Leung (2001) and personal information form developed by the researchers. The result of the research indicated that preservice English Language teachers have an advanced level of epistemological beliefs, have an idea about their own level and these beliefs have an effect on learning. When The study process of preservice English Language teachers are examined it has been found that there is statistically a significant difference in terms of gender variable

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