İngilizceyi yabancı dil olarak öğrenenlerin dil başarısının yapısal eşitlik modellemesi ile incelenmesi: Bilişsel esneklik, üstbiliş becerileri ve akademik engelleri yönetme becerisinin analizi

The present study was an attempt to test a hypothesized language academic achievement model, investigating the relationship between cognitive flexibility, metacognitive skills, and academic buoyancy among Turkish EFL (English as a Foreign Language) learners. Specifically, the study examined to what extent cognitive flexibility, metacognitive skills, and academic buoyancy predict language achievement of EFL learners. To this end, a study group of 685 EFL learners was asked to complete the demographic information form, cognitive flexibility inventory, metacognitive skills scale and academic buoyancy scale. IBM SPSS 24 was used for tabulating the data and running descriptive statistics, and confirmatory factor analysis (CFA) was conducted to assure the construct validity of the questionnaires used. Within the scope of the research, the Academic Buoyancy Scale (ABS) was developed. Exploratory and confirmatory factor analyses were performed for the ABS. To check the CFA of the cognitive flexibility inventory and metacognitive skills scale, partial least squares structural equation modeling (PLS-SEM) was performed in conjunction with the SmartPLS tool. The hypothesized path model was tested through the IBM AMOS 24 program with maximum likelihood estimation. The results of the path analysis indicated some insignificant paths, and thus these paths were eliminated from the proposed model and a suggested path was added to the model. The final model accounted for 73% of the variance in language achievement. The analysis indicated that the final model had an acceptable fit to the data set. When model fit indices are explored, the model has accepted and perfect fit indices (X 2 / sd = 5.41, RMSEA =.08, SRMR =.03, GFI =.97, NFI =.97, CFI =.98, TLI =.96). The findings of the study revealed that cognitive flexibility has a medium positive direct effect on metacognitive skills; metacognitive skills have a positive, direct, and significant impact on academic buoyancy; and a significant, positive indirect effect on language achievement. Based on the results, there is no direct effect of cognitive flexibility on academic buoyancy and academic achievement of EFL learners. Moreover, metacognitive skills did not impact academic achievement directly. The study concludes with a discussion of its potential contributions to the scholars, instructors and practitioners in the field and an explanation of its implications. Keywords: Academic buoyancy, cognitive flexibility, metacognition, metacognitive skills, academic achievement, structural equation modelling, path analysis