Bicultural identity and its relation with EFL learner beliefs of Turkish-German bilinguals

This quantitative study was carried out with 150 Turkish-German bicultural bilingual learners to investigate the relationship between their Bicultural Identity and their EFL learning beliefs. The data of the study, which was conducted in the "Free State of Bavaria" in Germany, was gathered by quantitative research methods. Serving the aim of the study, three different instruments were used in order to measure bicultural bilinguals' Bicultural Identity Orientations and EFL learner beliefs. Descriptive, correlational, and multiple regression analyses were operated to analyses the data. The findings of the study mainly revealed that Turkish-German bicultural bilingual learners were Monoculture, Hybridity, Compatibility, and Flexibility oriented. Also, while their age, grade, English experience, and nationality were found to be related, their gender had no relationship with their Bicultural Identity Orientation. The results of the study also revealed that no significant relationship existed between EFL learning beliefs and demographic characteristics such as age, gender, nationality, English experience, and grade. Moreover, the results indicate that bicultural bilinguals have mainly positive English language learning beliefs. More specifically, the study findings illustrate that Monocultural Orientation and Hybridity are the predictors of Turkish-German bicultural bilinguals' EFL learner beliefs.