Determination of writing anxiety, attitudes and self-efficacy of students learning Turkish as a foreign language in Syria safe zone according to various variables

The aim of this study; To determine the writing anxiety, attitude and self-efficacy levels of students learning Turkish as a foreign language in the Syria Safe Zone; is to examine anxiety, attitude and self-efficacy by considering various variables. The study group of this study consists of 179 Syrian students at B1 level, studying at the Yunus Emre Institute Turkish Cultural Center, which operates in the Syrian Safe Zone. Within the scope of the study, relational survey model and correlational design, which are quantitative research methods, were used. In the study, Personal Information Form was used to determine the personal characteristics of the students. The quantitative data of the study were collected from scales developed by different researchers. "Writing Skills Attitude Scale in Teaching Turkish as a Foreign Language" in order to determine students' attitudes towards writing skills, "Writing Anxiety Scale in Teaching Turkish as a Foreign Language" in order to determine their concerns about writing skills, and "Writing Skills for Foreigners" in order to determine students' self-efficacy in writing skills. Self-Efficacy Scale" was used. As a result of the research, it was determined that the students who learned Turkish in the Syria Safe Zone had relatively high self-efficacy and attitudes towards writing, and their writing anxiety was relatively low. There was a moderately negative relationship between students' writing self-efficacy and writing anxiety, a moderately positive relationship between their writing self-efficacy and writing attitudes, and a moderately negative relationship between their writing attitudes and anxieties. Considering various variables, it was determined that while there was no significant difference in the variables of gender, education level, occupation, frequency of reading Turkish books, and frequency of writing in Turkish, age created a significant relationship, and region and mother tongue variables created a significant difference. It was determined that writing attitudes did not make a difference in terms of gender, region and educational status variables, but age created a significant relationship, and there was a significant difference between mother tongue, occupation, frequency of reading Turkish books, and frequency of writing in Turkish. While it was concluded that writing self-efficacy did not create a significant difference or relationship in terms of gender, region, age, mother tongue, educational status, occupation, and frequency of reading books, it was concluded that the variable of writing frequency created a significant difference on writing self-efficacy.