The effect of intensive english course curriculum on 5th grade students' academic achievements, attitudes toward English course and self efficacy beliefs.

This study aims to reveal the effect of intensive foreign language 5th grade curriculum on students' academic success, self-efficacy beliefs and attitudes towards English course. It is descriptive study in terms of reveal opinions of students about research subject. In this study, 2013 English course curriculum which is being used by 5 th grades and 2017 5th grades intensive English course curriculum were investigated in terms of their similarities and differences. In this part of the study document analysis was used. In the study relational survey model was used to determine whether there is an effect of curriculum on students' academic success, attitudes toward English course and self-efficacy or not. "Self-Efficacy Scale for English Course", "Attitude Scale Toward English Course" and "Academic Achievement Test" were used as data collection tools. Data analysis was done via IBM SPSS Statics 20 programme. Intensive English 5th grade students at 5 secondary school in Zonguldak city centre and 3 secondary school in Kilimli District attended to study. Having intensive English 5th grade students was took into consideration to determine schools. 216 female and 184 male students attended to this study. Students' opinions were examined in terms of their academic success, attitudes toward English course and self-efficacy for English course. Viewing in terms of students' genders pretest and posttest results, there was meaningful difference in attitude scale but there was no meaningful difference in academic success and self-efficacy beliefs. Besides this, there was no meaningful difference students' self efficacy, attitudes and academic success toward English depending on school locations. Low level meaningful relation was realized among pretests and protests of academic success, attitude toward English and self-efficacy beliefs. Also, mid-level meaningful relation was realized among pretests and protests of attitude and self-efficacy. Key Words: English Course Curriculum, Intensive English Curriculum, Academic Achievement, Attitude, Self-Efficacy Beliefs.