A comparative study on the role of self-efficacy perceptions on the language learning beliefs of vocational and technical Anatolian high school students

This study was designed and conducted as a mixed-method research to investigate the probable effects of self-efficacy perceptions on the language learning beliefs of vocational and technical Anatolian high school (VTAHS) students. The data were collected from 152 VTAHS students in Hatay in the second term of the 2020-2021 education year. First, Beliefs about Language Learning Inventory (BALLI) and the Questionnaire of English Self-Efficacy were used to obtain quantitative data. The results of the quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS). Then, eight participants were interviewed with the aim of triangulation and to assist the quantitative data. The results revealed that the participants had a low level of self-efficacy in learning English. According to the participants, beliefs related to the nature of language learning had a considerable role in their language learning process while they viewed beliefs related to motivation and expectations as the least important category. In addition, the findings indicated that there was no significant relationship between the level of self-efficacy perceptions and beliefs about language learning of the participants. Key words: Self-efficacy perceptions, language learning beliefs, vocational and technical Anatolian high school, student perceptions