Determination and evaluation of foreign language learning barriers in terms of foreign language academic success

The purpose of this research is to determine foreign language learning barriers and to evaluate the effect of these barriers in terms of foreign language academic success. The research was carried out based on the exploratory design, which is one of the mixed research designs. The qualitative dimension of the research is based on the opinions of English teachers working in various high schools in Elazig citycenter in 2020-2021 academic year. In this dimension, it is aimed to determine the barriers that students encounter while learning English. At this stage, interviews were held with 30 English teachers. The answers were subjected to content analysis, and the quantitative dimension of the research was started based on the teachers' views on what foreign language barriers are. The study population of the quantitative dimension consists of 633 high school students in the 9th, 10th, 11th and 12th grades. Quantitative data of the study were obtained with personal information form, Foreign Language Lesson Anxiety Scale, Attitude Scale Towards English Lesson, Foreign Language Motivation Scale and Foreign Language Self-Efficacy Scale. Research data were analyzed with statistical methods such as percentage, frequency, mean, standard deviation, t-test, One Way Variance Analysis, Kruskal Wallis H. and structural equation model test. Some of the findings obtained as a result of the research are as follows: • Teachers think that the barriers to foreign language learning are low self-efficacy, negative attitude, low motivation, foreign language anxiety, disruptions in education programs, teacher inadequacy, lack of materials, methods and technical equipment. • There is a significant relationship between students' foreign language self-efficacy perceptions and students' department, type of high school and academic success in foreign language. • There is a significant relationship between students' attitudes towards a foreign language and their grade level, department, type of high school they attend, and academic success in a foreign language. • There is a significant relationship between students' foreign language motivations and students' gender, grade level, departments, type of high school they study and their academic success in foreign language. • There is a significant relationship between students' anxiety levels and high school types and academic success. • There is a negative relationship between students' foreign language motivation and foreign language self-efficacy. • There is a positive relationship between students' foreign language motivation, foreign language anxiety and foreign language attitude. • There is a negative relationship between students' foreign language anxiety and self-efficacy, and a positive relationship between their attitudes towards foreign language. As a result of the research, it was discussed that foreign language lesson anxiety, negative motivation, low self-efficacy are an important obstacle to academic success in foreign language, and the role of self-efficacy perceptions and motivation in overcoming foreign language anxiety and enabling students to form positive attitudes towards foreign language lessons was emphasized. Finally, several suggestions were provided to educational practitioners,teachers and researchers in the context of the results of the study.