Analysing the english self-eccasy belief and anxiety of high school students

This study aims to investigate the English self-efficacy beliefs and the English learning anxiety of the students in high schools. The research is based on analyzing students' English self-efficacy beliefs and English learning anxiety in terms of different variables both quantitatively and qualitatively. The embedded design was adopted in the research, which was designed in a mixed method model. In the 2017-2018 academic year, 1188 students attending 11th and 12th grades of Anatolian High Schools in the city centre of Tokat and in its districts participated in the study. In the quantitative part of the study, "Self-Efficacy Belief Scale for English Lesson" was used to determine students' self-efficacy levels and "Foreign Language Anxiety Scale" was used to determine their anxiety levels. SPSS 22 software was used to analyze the data collected in the quantitative part. While performing the quantitative analyses, percentage, mean, independent samples t-test, one-way analysis of variance (ANOVA), Hochberg's GT2 and Games-Howell tests were used. In the qualitative aspect of the research, "Semi-Structured Teacher Interview Form" developed for teachers and "Semi-Structured Student Interview Form" developed for students were used to compile opinions from teachers and students about English self-efficacy belief and English learning anxiety. In the qualitative analysis, the descriptive analysis for the collected teachers 'and students' views was conducted and separate themes and codes were created afterwards. Firstly, as a result of the findings of the quantitative part of the research, it was concluded that the students had a moderate level of self-efficacy belief and anxiety in learning English. In terms of English self-efficacy belief; female and male participants had similar English self-efficacy levels, 11th grade students had higher levels of English self-efficacy beliefs than 12th grade students, students studying in the foreign language and science-maths departments had higher levels of self-efficacy beliefs than students in other departments, and the students with high family income were found to have higher levels of English self-efficacy than those with low family income. In the context of English learning anxiety, it was found that female students' English learning anxiety levels were higher than male students, 11th and 12th grade students had no significant difference in their English learning anxiety levels, and students who were studying in Turkish-Maths department had higher levels of English learning anxiety than those studying in the foreign language department, and those who have insufficient family income had higher levels of anxiety in learning English than those with sufficient family income. In addition, it was determined that there was a significant and negative relationship between students' self-efficacy belief levels and English learning anxiety levels, which means that as the levels of English self-efficacy increase, the levels of English learning anxiety decrease. On the other hand, as a result of the qualitative findings of the research, three themes were created from the students' opinions: English Learning, Four Skills in English, and English Learning Anxiety Resources. From the views of teachers, 4 themes were extracted: English Teaching Profession, English Teaching Problems, Students' Interest and Attitudes Towards English, and Students' English Learning Anxiety Resources. In consideration of these results, it is suggested that teachers and language experts should perform in-class and out-of-class practices in order to increase students' English self-efficacy levels and reduce their English learning anxiety. In addition, it is highly recommended that teachers should motivate their students in writing and speaking practices and should tolerate their pronunciation errors most. By doing these, it is considered that students will have a more positive attitude and interest in learning English. Keywords: English Self-Efficacy, English Anxiety, Mixed Method