Türkiye'de üniversite düzeyinde yabancı dil olarak İngilizce öğrenimi bağlamında yabancı dil konuşma kaygısının yordayıcıları

Speaking anxiety experienced by second/foreign language (L2) learners is a common issue in foreign language education (FLE) as speaking is regarded as the most anxiety-provoking one among language skills. In this respect, the current study intended to explore tertiary level English as a foreign language (EFL) learners' English-speaking anxiety and its relationship with their L2 willingness to communicate (WTC), ideal and ought-to L2 selves, and L2 motivation in the Turkish EFL context. The study was conducted at a private university in Turkey in the 2020-2021 academic year. A mixed-methods approach was adopted using an explanatory sequential design. Quantitative data were gathered by utilizing a composite survey form that involved sections and scales for each variable and analyzed statistically. Qualitative data collected by means of semi-structured interviews were subjected to content analysis. Results provided deep insights into perceived levels and characteristics of learners' L2 speaking anxiety, L2 WTC, ideal and ought-to L2 selves, and L2 motivation. Findings also revealed that the ought-to L2 self had the strongest relationship with L2 speaking anxiety and showed a significant positive correlation while the other variables, including L2 WTC, ideal L2 self, and L2 motivation displayed negative correlations with it. Moreover, multiple regression results indicated that the ought-to L2 self was the strongest and the only positive predictor of L2 speaking anxiety. This was followed by L2 motivation and the ideal L2 self, which were two negative predictors respectively. However, L2 WTC did not make a significant contribution to explaining L2 speaking anxiety. Based on the results of the current study, pedagogical implications were drawn, and suggestions for further studies were highlighted.