An examination of the effects of speech anxiety on speaking self efficacy of inviduals learning Turkish as a second language

The importance of teaching Turkish as a foreign language can be said increasing nowadays that learning a foreign language is no longer indespensable with the impact of training opportunities offered by Turkey and demographic mobility in recent years. Therefore, there is an increase in academic studies related to teaching Turkish as a foreign language. This research is one of the studies in this field and aims to examine the effects of speech anxiety on speech self-efficacy of individuals who learn Turkish as a second language. In addition, to examine the relation between different variables such as gender, age, exposure time to target language, previous language learning experiences and anxiety and self-efficacy; drawing attention to the ways of reducing speech anxiety and increasing speech self-efficacy level also create the sub-objectives of the research. The research population is composed of 170 foreign students at B and C levels specified in the Common European Framework of Reference for Languages (CEFR) learning Turkish in Bursa Uludag University Turkish Teaching and Practice Center in 2018-2019 academic year. In order not to encounter a language barrier the A (Beginner) level are not included in the population of the study since the questionnaire to be used in data collection is in Turkish and the skill to be researched is the speaking skill. In the data collection process, a questionnaire consisting of three parts, namely "Personal Information Form", "Speech Self-Efficacy Scale" and "Speech Anxiety Scale", was used as a measurement tool. The data obtained at the end of the research were analyzed in SPSS .25 (statistical software). The data/findings obtained from the research show that the individuals' speech anxiety levels who learn Turkish as a second language have no significant effect on their self-efficacy.However, it is observed that there is a significant relationship between gender, age, Turkish language level and education level variables and self-efficacy and anxiety levels.