Özet:

The purpose of this study was to first introduce the theory of self-determination in terms of teaching English and next to investigate the self-determination levels of English preparation students (a total 111; 52 female and 59 male; 52 voluntary and 59 obligatory) at Inonu University. Also students' self-determination levels (SDLs) were compared in terms of some variables including gender and status (voluntary or obligatory), and the correlation between their SDLs and academic achievement was investigated as well. Students' SDLs were measured with a Language Learning Orientation Scale adapted by the researchers. Also students' cumulative grades for the first semester of the 2007-2008 academic year were taken as achievement indicators. Analysis of the data revealed moderate level of self-determination as against higher levels of external orientations. A gender-specific comparison of the means revealed significant difference in terms of Intrinsic Motivation-Accomplishment and Identified Regulation, while voluntary students had higher orientations than obligatory ones. Lastly no significant association was found between achievement and students' selfdetermination levels.

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