Examining the relationship between prospective teachers' listening skills, reading habits, effective speech self-efficacy, writing dispositions and communication skills: Structural equation modeling approach
Abstract views: 309
/ 
PDF downloads: 112
DOI:
https://doi.org/10.33200/ijcer.1055493Keywords:
Attitude towards reading habits, Effective speech self-efficacy, Writing disposition, Communication skillsAbstract
Conceptually, although the effectiveness of communication is generally associated with the development of language skills, studies that model this relationship comprehensively are limited. Based on this, the current study examines the relationship between different linguistic variables (listening skill, attitude towards reading habit, speech self-efficacy, and writing disposition), with their own and communication skills. The study data was collected from 566 prospective teachers in Turkey. As a result of the study, the theoretical structure between linguistic variables and communication skills has been statistically proven. In the model, it was seen that the model-data fit was at a good level (χ²/df=4.46, CFI=.955, RMSEA=.078, SRMR=.033). The proposed model indicates that listening skill affects communication skills at a medium level and speech self-efficacy at a high level. In addition, In addition, writing disposition affects communication skills indirectly through speech self-efficacy, and reading habit affects communication skills indirectly through both listening skills and speech self-efficacy. The highest relationship is between listening skill and speech self-efficacy. Also, the relationships between all variables are significant. The study supports existing hypotheses about the role language plays in communication skills.
References
• Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102(2), 281-298. https://doi.org/10.1037/a0019318
• Arıcı, A. F. (2012). Okuma eğitimi. Ankara: Pegem Akademi.
• Author, 2019 [details removed for peer review]
• Baki, Y. (2018). Analysis of speaking self-efficacy and communication skills of prospective Turkish teachers in terms of various variables. Turkish Studies Educational Sciences, 13(19), 213-233. http://dx.doi.org/10.7827/TurkishStudies.13949
• Bambacas, M., & Patrickson, M. (2008). Interpersonal communication skills that enhance organisational commitment. Journal of Communication Management, 12(1), 51-72, https:// doi.org/10.1108/13632540810854235
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
• Baş, G., & Şahin, C. (2013). Investigating writing dispositions of elementary school students from different variables. Sakarya University Journal of Education, 3(1), 32-42.
• Berninger, V. W. (2000). Development of language by hand and its connections with language by ear, mouth, and eye. Topics in Language Disorders, 20(4), 65–84. https://doi.org/10.1097/00011363-200020040-00007
• Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw & E. Care (Eds.), Assessment and Teaching of 21st Century Skills: Methods and Approach (pp. 17-66). NY: Springer. https://doi.org/10.1007/978-94-007-2324-5
• Bodie, G. D., & Fitch-Hauser, M. (2010). Quantitative research in listening: Explication and overview. In A. D. Wolvin (Ed.), Listening and human communication in the 21st century (pp. 46–93). Blackwell.
• Bolat, E. (2019). The relationship between reading habits of 4th year primary school students and writing self-efficacy: A case study conducted in Iğdır (Unpublished master’s thesis). Gazi University, Ankara, Turkey.
• Bozorgian, H. (2012). The relationship between listening and other language skills in international English language testing system. Theory and Practice in Language Studies, 2(4), 657-663.
• Bria, R, & Jouybar, B. (2016). The relationship among willingness to communicate, language proficiency, and oral fluency of Iranian EFL learners. Journal of Global Research in Education and Social Science, 8(1), 51-56.
• Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen, & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage.
• Brownell, J. (2010). The skills of listening-centered communication. In Andrew D. Wolvin (Ed.), Listening and human communication in the 21st century (pp. 141-157). Wiley-Blackwell.
• Burleson, B. R. (2011). A constructivist approach to listening. International Journal of Listening, 25(1-2), 27-46, https://doi.org/10.1080/10904018.2011.536470
• Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group, and dyadic interaction. System, 36, 480–493. https://doi.org/10.1016/j.system.2006.05.002
• Carlisle, J. F. (1996). An exploratory study of morphological errors in children’s written stories. Reading and Writing: An Interdisciplinary Journal, 8, 61–72. https://doi.org/10.1007/BF00423925
• Ceylan, S. (2015). Communication skills of local residents in tourism sector and their perception by the tourists: A comparative study at the destination of Pamukkale (Unpublished doctoral dissertation). Aydın Adnan Menderes University, Aydın, Turkey.
• Cihangir Çankaya, Z. (2012). Reconsideration of the listening skill scale: Comparison of the listening skills of the students of psychological counseling and guidance in accordance with various variables. Educational Sciences:Theory and Practice, 12(4), 2370-2376.
• Cleland, A. A., & Pickering, M. J. (2006). Do writing and speaking employ the same syntactic representation? Journal of Memory and Language, 54, 185-198. https://doi.org/10.1016/j.jml.2005.10.003
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
• Collier, M. J. (1986). Culture and gender: Effects on assertive behavior and communication competence. Annals of the International Communication Association, 9(1), 576-592. https://doi.org/10.1080/23808985.1986.11678625
• Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26, 127–164. https://doi.org/10.1007/s10648-013-9245-z
• Cooper, L. O. (1997). Listening competency in the workplace: A model for training. Business Communication Quarterly, 60(4), 75-84. https://doi.org/10.1177/108056999706000405
• Council of Europe. (2001). A common european framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
• Çakmak, Z. (2019). The primary school teachers' attitudes to teaching profession and evaluation of the relationship between communication skills (Unpublished master’s thesis). İstanbul Aydın University, İstanbul, Turkey.
• Çelik, Ö., & Yavuz, F. (2015). The relationship between speaking grades and listening grades of university level preparatory students. Procedia- Social & Behavioral Sciences, 197, 2137-2140.
• Çintaş Yıldız, D., & Yavuz, M. (2012). Study of developing effective speech scale. Electronic Turkish Studies, 7(2), 319-334.
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Çok değişkenli istatistik SPSS ve LISREL uygulamaları. Pegem Akademi.
• Davenport Sypher, B., Bostrom, R. N., & Seibert, J. H. (1989). Listening, communication abilities, and success at work. International Journal of Business Communication, 26(4), 293-303 https://doi.org/10.1177/002194368902600401
• Demir, S. (2017). An evaluation of oral language: The relationship between listening, speaking and self-efficacy. Universal Journal of Educational Research, 5(9), 1457-1467. https://doi.org/10.13189/ujer.2017.050903
• Demir, S., & Börekçi, M. (2021). The effect of various variables on the perception of verbal lecture self-efficacy of secondary school students. Journal of Mother Tongue Education, 9(1), 94-110. https://doi.org/10.16916/aded.826904
• Derici Cevap, S. (2017). Investigation of the relationship between self esteem and communication skills of primary school teachers in terms of various variables (Eskil example). (Unpublished master’s thesis). Necmettin Erbakan University, Konya, Turkey.
• Diakidoy, I.-A. N., Stylianou, P., Karefillidou, C., & Papageorgiou, P. (2005). The relationship between listening and reading comprehension of diferent types of text at increasing grade levels. Reading Psychology, 26(1), 55–80. https://doi.org/10.1080/02702710590910584
• Dockrell, J. E., & Connelly, V. (2016). The relationships between oral and written sentence generation in English speaking children: The role of language and literacy skills. In J. Perera, M. Aparici, E. Rosado & N. Salas (Eds.), Written and spoken language development acroos the lifespan. Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education (vol. 11., pp. 161-177). Switzerland: Springer. https://doi.org 10.1007/978-3-319-21136-7.
• Doğan, Y. (2012). Dinleme eğitimi. Pegem Akademi.
• Driscoll, D. L., & Wells, J. (2012). Beyond knowledge and skills: Writing transfer and the role of student dispositions. Composition Forum, 26 1-15. Retrieved from https://files.eric.ed.gov/fulltext/EJ985815.pdf
• Durukan, E. & Maden, S. (2010). A study on communication skills of Turkish teachers. The Journal of Social Sciences research, 1, 59-74.
• Eaves, M. H., & Leathers, D. (2018). Successful nonverbal communication: Principles and applications (5th ed.). Routledge.
• Epskamp, S., & Stuber, S. (2014). semPlot: Path diagrams and visual analysis of various SEM packages' output. R package version 1.0. 1
• Eroğlu, Z. D. (2013). The relationship between the reading habits and correct writing skills of teacher candidates. Turkish Studies, 8(9), 1441-1453.http://dx.doi.org/10.7827/TurkishStudies.5134
• Finney, S. J., & DiStefano, C. (2013). Nonnormal and categorical data in structural equation modeling. In G. R. Hancock & R. O. Mueller (Eds.), Quantitative methods in education and the behavioral sciences: Issues, research, and teaching. Structural equation modeling: A second course (pp. 439–492). IAP Information Age Publishing.
• Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39–50. https://doi.org/10.1207/S15326985EP3501_5
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw Hill.
• Frank, E., Harrell Jr, with contributions from Charles Dupont and many others. (2020). Hmisc: Harrell Miscellaneous. R package version 4.4-2. https://CRAN.R-project.org/package=Hmisc
• Gibson, E. J. (1972). Reading for some purpose: Keynote address, In J. F. Kavanagh & I. G. Mattingly (Eds.). Language by ear and by eye: The relationship between speech and reading (pp. 3-19). MIT Press.
• Göçer, A. (2019). Türkçe öğrenme ve öğretim yaklaşımları: Metin işleme süreçli- Mikro öğretim uygulama örnekli. Pegem Akademi.
• Gökçe, D., & Atanur Başkan, G. (2012). Educational supervisors communication skills. Hacettepe University Journal of Education, 42, 200-211.
• Grabe, W. (2003). Reading and writing relations: Second language perspectives on research and practice. In Barbara Kroll (Ed.), Exploring the dynamics of second language writing (pp. 242– 262). Cambridge University Press.
• Gücükkılınç, S. M. (2017). An assessment of the relationship between writing expression skills and cognitive and psychosocial factors (Unpublished master’s thesis). Işık University, İstanbul, Turkey.
• Güneş, F. (2007). Türkçe öğretimi ve zihinsel yapılandırma. Nobel.
• Günönü Kurt, S. (2019). The relationship between primary school teacher candidates’ communication skills and empathetic tendency levels (Unpublished master’s thesis). Pamukkale University, Denizli, Turkey.
• Gürsoy, E., & Karaca, N (2018). The effect of speaking anxiety on speaking self-efficacy of children in a FLL context. International Journal of Language Academy, 6(3), 194-210. https://doi.org/10.18033/ijla.3947
• Halone, K.K., Cunconan, T. M., Coakley, C. G., & Wolvin, A.D. (1998). Toward the establishment of general dimensions underlying the listening process. International Journal of Listening, 22, 12–28. https://doi.org/10.1080/10904018.1998.10499016
• Hayran, Z. (2020). Examining the speaking self-efficacy of pre-service teachers concerning different variables. Eurasian Journal of Educational Research, 90, 1-18. https://doi.org/10.14689/ejer.2020.90.1
• Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2(2), 127–160. https://doi.org/10.1007/BF00401799
• Hu, L.-T., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 76-99). Sage.
• Hubert, M. D. (2008). The relationship between writing and speaking in the U. S. university Spanish language classroom (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3330267)
• İşeri, K., & Ünal, E. (2010). The adaptation of writing disposition scale into Turkish. Education and Science, 35(155), 104-117.
• Kadakal Dölek, A. (2015). Examination of communication skills of university students in terms of different variences (Unpublished master’s thesis). Atatürk University, Erzurum, Turkey.
• Kantor, K. J., & Rubin, D. L. (1981). Between speaking and writing: Processes of differentiation. In B. Kroll and R. Vance (Eds.), Exploring speaking-writing relationships. National Council of Teachers of English.
• Kaynar, İ. (2007). Reading habit and communication ability of high school students (Unpublished master’s thesis). Yeditepe University, İstanbul, Turkey.
• Klein, C., DeRouin, R.E., & Salas, E. (2006). Uncovering workplace interpersonal skills: A review, framework, and research agenda. In G.P. Hodgkinson and J.K. Ford (Eds.), International Review of Industrial and Organizational Psychology (vol. 21, pp. 80-126). Wiley and Sons.
• Kline, J. A. (1996). Listening effectively. Air University Press.
• Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford.
• Korkmaz, S., Goksuluk, D., & Zararsiz, G. (2014). MVN: An R package for assessing multivariate normality. The R Journal, 6(2), 151-162. URL https://journal.r-project.org/archive/2014-2/korkmaz-goksuluk-zararsiz.pdf
• Korkut-Owen, F., & Bugay, A. (2014). Developing a Communication Skills Scale: Validity and reliability studies. Mersin University Journal of the Faculty of Education, 10(2), 51-64.
• Koser, İ. E. (2019). Study of communication skills, problem solving skills and involvement styles on university students (Unpublished master’s thesis). Ondokuz Mayıs University, Samsun, Turkey.
• Kroll, B. M. (1981). Developmental relationships between speaking and writing. In B. M. Kroll & R. J. Vann (Eds.), Exploring speaking-writing relationships: Connections and contrasts (pp. 32-54). National Council of Teachers of English, Urbana, Ill.
• Kumcağız, H., Yılmaz, M., Balcı Çelik, S., & Aydın Avcı, İ. (2011). Communication skills of nurses: Samsun sample. Dicle Medical Journal, 38(1), 49-56.
• Küpeli, E. (2019). Investigation of relationship between secondary school teachers’ communication skills and self-efficacy perceptions (Unpublished master’s thesis). Kahramanmaraş Sütçü İmam University, Kahramanmaraş, Turkey.
• Lee, Sy-Ying (2005). Facilitating and inhibiting factors in English as a foreign language writing performance: A model testing with structural equation modeling. Language Learning 55(2), 335-374. https://doi.org/10.1111/j.0023-8333.2005.00306.x
• Leeming, P. A. (2017). Longitudinal investigation into English speaking self-efficacy in a Japanese language classroom. Asian-Pacific Journal of Second and Foreign Language Education, 2(12), 1-18. https://doi.org/10.1186/s40862-017-0035-x
• MacIntyre, P. D., Clement, R., Dornyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confdence and afliation. The Modern Language Journal, 82, 545–562.
• Maier, M.J. (2015). Companion Package to the Book “R: Einführung durch angewandte Statistik”. R package version 0.9.3, http://CRAN.R-project.org/package=REdaS.
• Mathewson, G.C. (1994). Model of attitude influence upon reading and learning to read. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 1131-1161). Newark, DE: International Reading Association. Matsumoto, D.E. (2009). The Cambridge dictionary of psychology. CUP.
• Matsumoto, D., & Hwang, H. C., & Frank, M. G. (2016). APA handbook of nonverbal communication. In D. Matsumoto, H. C. Hwang, & M. G. Frank (Eds.), The body: Postures, gait, proxemics, and haptics (pp. 387-400). Washington, DC: American Psychological Association.
• McCroskey, J., & Baer, E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the Annual Convention of the Speech Communication Association, Denver, CO. Retrieved from https://files.eric.ed.gov/fulltext/ED265604.pdf
• McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934-956. https://doi.org/10.2307/748205
• Ministry of National Education. (2019). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). MEB.
• Motallebzadeh, K, Ahmadi, F., & Hosseinnia, M. (2018). Relationship between 21st century skills, speaking and writing skills: A structural equation modelling approach. International Journal of Instruction, 11(3), 265-276. https://doi.org/10.12973/iji.2018.11319a
• Moxley, R. A. (1990). On the relationship between speech and writing with implications for behavioral approaches to teaching literacy. The Analysis of Verbal Behavior, 8(1), 127–140. https://doi.org/10.1007/bf03392853
• Nan, C. (2018). Implications of interrelationship among four language skills for high school English teaching. Journal of Language Teaching and Research, 9(2), 418-423. http://dx.doi.org/10.17507/jltr.0902.26
• National Research Council. (2011). Assessing 21st century skills: Summary of a workshop. J.A. Koenig, Rapporteur. Committee on the Assessment of 21st Century Skills. Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. The National Academies Press.
• Nelson, J. R., Benner, G. J., Neill, S., & Stage, S. A. (2006). Interrelationships among language skills, externalizing behavior, and academic fluency and their impact on the academic skills of students with ED. Journal of Emotional and Behavioral Disorders, 14(4), 209-216. https://doi.org/10.1177/10634266060140040401
• Odabaş, H., Odabaş, Z. Y., & Polat, C. (2008). Reading habit of university students: The model of Ankara University. Information World Journal, 9(2), 431-465.
• Oğuz, A. (2009). Trainee teachers’ self-efficacy perceptions regarding their written and oral expression skills. Electronic Journal of Social Sciences, 8(30), 18-42.
• Özbey, Ö, & Doğu, G. (2020). Evaluation of communication skills of wrestling trainers. International Journal of Sport Culture and Science, 8(2), 68-81.
• Phillips, J. K. (1978). Reading is communication, too. Foreign Language Annals,11(3), 281-287. https://doi.org/10.1111/j.1944-9720.1978.tb00039.x
• Piazza, C. L., & Siebert, C. F. (2008). Development and validation of a writing dispositions scale for elementary and middle school students. Journal of Educational Research, 101(5), 275-286. https://doi.org/10.3200/JOER.101.5.275-286
• Powell, B. (1999). Developing ‘receptive’ language skills—listening and reading. In N. Pachler (Ed.), Teaching modern foreign languages at advanced level (pp. 163-183). Routledge.
• R Core Team (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/.
• Revelle, W. (2020). psych: Procedures for Psychological, Psychometric, and Personality Research. Northwestern University, Evanston, Illinois. R package version 2.0.12, https://CRAN.R-project.org/package=psych.
• Richmond, V.P., & Roach, K.D. (1992). Willingness to communicate and employee success in U.S. organizations. Journal of Applied Communication Research, 20, 95-115.
• Robitzsch A (2020). sirt: Supplementary Item Response Theory Models. R package version 3.9-4, https://CRAN.R-project.org/package=sirt.
• Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling and more. Version 0.5–12 (BETA). Journal of statistical software, 48(2), 1-36.
• Rost, M. (2020). Instructional design and assessment. In D. L. Worthington & G. D. Bodie (Eds.), The handbook of listening (pp. 265-278). John Wiley & Sons, Inc.
• Russell, D. H. (1951). Reading as communication. Childhood Education, 27, 274-277. https://doi.org/10.1080/00094056.1951.10726385
• Saracaloğlu, A. S., Yenice, N., & Karasakaloğlu, N. (2009). The relationship between communication and problem-solving skills and reading interest and habits of candidate teachers. Van Yüzüncü Yıl University Journal of Education, 6(2), 187-206.
• Schoonen, R. (2019). Are reading and writing building on the same skills? The ralationships between reading and writing in L1 and EFL. Reading & Writing, 32, 511-535. https://doi.org/10.1007/s11145-018-9874-1
• Schumacker, R. E. & Lomax, R. G. (2015). A beginner's guide to structural equation modeling. Psychology Press.
• Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281-303). Plenum Press.
• Schunk, D. H., & Pajares, F. (2010). Self-efficacy beliefs. In by P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (Vol. 8), 668–672. https://doi.org/10.1016/b978-0-08-044894-7.00620-5
• Shanahan, T. (2006). Relations among oral language, reading and writing development. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 171–183). Guildford Press.
• Shanahan, T. (2020). Foreword. In R. Alves, T. Limpo & R. M. Joshi, Literacy Studies: Perspectives from cognitive neurosciences, linguistics, psychology and education, Vol. 19). (pp. v- viii). Springer. https://doi.org/10.1007/978-3-030-38811-9
• Shanahan, T., & Lomax, R. (1986). An analysis and comparison of theoretical models of the reading-writing relationship. Journal of Educational Psychology, 78, 116-123. https://doi.org/10.1037/0022-0663.78.2.116
• Sims, C. M. (2017). Do the big-five personality traits predict empathic listening and assertive communication?, International Journal of Listening, 31(3), 163-188, https://doi.org/10.1080/10904018.2016.1202770
• Susar Kırmızı, F. (2012). An attitude scale towards teacher candidates’ reading habit: Reliability and validity analysis. Electronic Turkish Studies, 7(3), 2353-2366.
• Sutherland, S. (1995). The Macmillan dictionary of psychology (2. ed.). The Macmillan.
• Şimşek, M. Y. (2019). The research on the relationship between communication skills and listening skills of university students (Unpublished master’s thesis). Atatürk University, Erzurum, Turkey.
• Schwab, I., & Hughes, N. (2010). How language works. In Nora Hughes,& Irene Schwab (Eds.), Teaching adult literacy: Principles and practice (pp. 51-98). Open University Press.
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics: International edition. Pearson.
• Tekşan, K., & Çinpolat, E. (2018). Teacher candidates’ attitudes towards reading habits and speech self-efficacy perceptions. Turkish Studies Educational Sciences, 13(11), 1219-1236. http://dx.doi.org/10.7827/TurkishStudies.13400
• Thompson, K., Leintz, P., Nevers, B., & Witkowski, S. (2004). The integrative listening model: An approach to teaching and learning listening. Journal of General Education, 53, 3-4, 225-247. https://doi.org/10.1002/9781444314908.ch12
• Thornbury, S. (2005). How to teach speaking. Pearson Education Limited.
• Tierney, R. J., & Pearson, D. P. (1983). Toward a composing model of reading. Language Arts, 60, 568–580.
• Tierney, R. J., & Shanahan, T. (1991). Research on the reading–writing relationship: Interactions, transactions, and outcomes. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), The handbook of reading research (Vol. 2, pp. 246–280). Longman.
• Ünal, D. (2019). Attitudes towards reading habits and writing tendencies of gifted and talented students (Unpublished master’s thesis). Sakarya University, Sakarya, Turkey.
• VandenBos, G. R. (2015). APA dictionary of psychology. APA.
• Villaume, W.A., & Bodie, G.D. (2007). Discovering the listener within us: The impact of trait-like personality variables and communicator styles on preferences for listening style. International Journal of Listening, 21, 102–23. https://doi.org/10.1080/10904010701302006
• Weissberg, R. (2006). Connecting speaking and writing in second language writing instruction. The University of Michigan Press.
• Weston, R., & Gore Jr, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist, 34(5), 719-751. https://doi.org/10.1177/0011000006286345
• Wickham, H., & Miller, E. (2020). haven: Import and Export 'SPSS', 'Stata' and 'SAS' Files. R package version 2.3.1. https://CRAN.R-project.org/package=haven
• Wolf, M.C., Muijselaar, M.M.L., Boonstra, A.M., & de Bree, E. (2019). The relationship between reading and listening comprehension: Shared and modality-specific components. Reading and Writing, 32, 1747–1767. https://doi.org/10.1007/s11145-018-9924-8
• Wolfgramm, C., Suter, N., & Göksel, E. (2016) Examining the role of concentration, vocabulary and self-concept in listening and reading comprehension. International Journal of Listening, 30(1-2), 25-46, https://doi.org/10.1080/10904018.2015.1065746
• Yalçın, A. (2002). Türkçe öğretim yöntemleri-Yeni yaklaşımlar. Akçağ Basım Yayım.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Hasan Basri KANSIZOĞLU, Eda AKDOĞDU YILDIZ
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
