Students' learning styles, self-efficacy at GUSFL and its correlation with their social interaction

This study aims to examine learning styles that students at Gaziantep University School of Foreign Languages (GUSFL) are relying on while learning English as a Foreign Language (EFL). Additionally, it examines students' self-efficacy along with investigating how these two elements are correlated with the students' social interaction. The study mainly attempted to dig more and more into the realm of the three elements mentioned above to get a more experienced overview that would help make useful conclusions. In details, this study reveals the most followed learning styles and whether students tend to follow a certain learning style rather than others, the level of self-efficacy these students show, and finally this is correlated with the students' social interaction. In line with this purpose and to fulfill this task, a mixed research design was chosen which means that quantitative and qualitative procedures were utilized. Three-section questionnaire was designed and 312 students participated. The sections embraced questions related to learning styles, self-efficacy, and social interaction. In addition to the quantitative data represented by applying the three-section questionnaire, semi-structured interviews were also used to stand for the qualitative data. The results displayed that students at GUSFL do not have a dominant learning style and scores of all tested learning styles were close. As self-efficacy, students at GUSFL turned to have a high level of self-efficacy. More importantly, results explained how all these three variables are correlated and linked to each other. Keywords: Learning styles, self-efficacy, social interaction