İngilizce hazırlık programındaki öğrencilerin yabancı dil öğrenme konusundaki öz yeterlik algısı analizi: Akdeniz Üniversitesi örneği

In today's global world, English has become not only the means of intercultural communication but also the common language in fundamental areas of society such as science, technology, commerce, economy, health, tourism, and education. To keep up with the evolving world, individuals' desire to learn English is increasing even more. In student-centered language education, it has become crucial for individuals to manage and evaluate their own learning processes throughout language learning activities. In studies in the field, the predictive role of self-efficacy beliefs, introduced into the literature by Bandura, has been proven in areas such as language learning motivation, goal-setting, and determining appropriate learning strategies. This study aims to investigate the English self-efficacy perceptions of Turkish students in English preparatory classes. The findings were interpreted in accordance with the theoretical framework of the self-efficacy concept, addressing the research questions. In this study descriptive research design, focusing on the observation and measurement of variables was adopted. Descriptive analysis is utilized to explore and present the characteristics of the English self-efficacy perceptions of Turkish students. Participants are students (n=264) enrolled in the English Preparatory classes of Akdeniz University. The study utilized the 'English Language Self-Efficacy Scale,' developed by Gürcan. This 5-point Likert scale, consisting of 27 items, demonstrated a high level of reliability with a Cronbach's Alpha coefficient of 0.95. Following the data collection, the acquired data was transferred to SPSS 23.0 software, which is a quantitative data analysis tool, for subsequent examination. The analysis was carried out in three phases: initial pre-analysis checks and normality procedures, implementation of various analyses, and the final reporting stage. The study findings indicated that students exhibited elevated levels of self-efficacy in reading, listening, and comprehension, along with their general proficiency in English, when contrasted with their self-efficacy in speaking and writing. The results also confirm a positive correlation between success and elevated self-efficacy, while failure is linked to diminished self-efficacy. This observation aligns with prior research that also identified variations in self-efficacy levels across these language skills. In conclusion, in terms of social and cognitive development, self-efficacy perceptions play a pivotal role in shaping individuals' actions through three crucial stages: making decisions about behaviour, assessing the extent of effort or perseverance, and cultivating insights based on emotional or attitudinal outcomes.