Examining university preparatory class students' English self-efficacy and attitudes towards learning a foreign language according to various variables

Purpose: The purpose of this study is to examine the English preparatory class students' perceptions of English language self-efficacy and their attitudes towards learning a foreign language in higher education institutions according to the variables of gender, type of high school graduated from, Higher Education Institutions Exam (YKS) score type and daily foreign language use duration and to reveal the relationship between their perceptions of self-efficacy and their attitudes towards learning a foreign language. In addition, according to the findings obtained in line with this purpose, it is to make various inferences and present suggestions. Method: In this study, the relational screening model, one of the quantitative research methods, was used. The data used in the research were collected face-to-face and remotely online from undergraduate students studying at Eskişehir Osmangazi University and Kahramanmaraş Sütçü İmam University School of Foreign Languages. Personal information form, English self-efficacy scale and attitude scale towards learning a foreign language were used to collect data from the participants. Data obtained from the scales regarding the participants' perception of their self-efficacy in English and their attitudes towards learning a foreign language were analyzed using parametric tests, independent groups t-test, one-way analysis of variance (ANOVA) and Pearson correlation coefficient. Results: Students' perception of self-efficacy in English is at a high level. No significant difference was found between male and female students according to the gender variable. According to the YKS score type variable, the English self-efficacy of Foreign Language field students is higher than that of Numerical and Equal Weight field students. According to the type of high school variable, the English self-efficacy of Anatolian High School graduates is higher than that of Science-Social Sciences High School and Anatolian IHL graduates. According to the daily foreign language usage duration variable, the English self-efficacy of students who use a foreign language for more than 2 hours a day is higher than that of students who use a foreign language for 1-2 hours a day and less than 1 hour a day. Students' attitudes towards learning a foreign language are at a high level. According to the gender variable, the attitude of female students is higher than that of male students. According to the YKS score type variable, the attitudes of Foreign Language field students towards learning a foreign language are higher than that of Numerical and Equal Weight field students. According to the type of high school variable, the attitudes of Anatolian High School graduates towards learning a foreign language are higher than that of Science-Social Sciences High School and Anatolian IHL graduates. According to the variable of daily foreign language usage duration, the attitudes of students who use a foreign language for more than 2 hours per day are higher than the attitudes of students who use a foreign language for 1-2 hours per day and less than 1 hour per day. There is a strong positive and significant relationship between the students' English self-efficacy perception levels and their attitudes towards learning a foreign language. Conclusion and Suggestions: Students' perception of self-efficacy in English is high. Students' perception of self-efficacy does not differ according to gender, but it differs according to variables such as YKS score type, type of high school, and daily foreign language usage duration. Students' attitudes towards learning a foreign language are high. Students' attitudes towards learning a foreign language differ according to variables such as gender; YKS score type, type of high school, and daily foreign language usage duration. There is a strong positive and significant correlation between students' perception of self-efficacy in English and their attitudes towards learning a foreign language. In order to improve students' self-efficacy in English, it may be suggested to direct them to international projects such as eTwinning or Erasmus+ where they can actively use English. In order to increase the attitudes of male students towards learning a foreign language, various educational materials and course contents related to technology, digital games, and interesting sports branches can be developed for these students. Practices such as competitions, games and reward systems can be organized to encourage competition between female and male students.