Öğrenme Özerkliği ve Motivasyonunun Yabancı Dil Olarak Türkçe Konuşma Öz Yeterliğini Yordama Gücü

Self-efficacy beliefs play a crucial role in shaping individuals’ emotions, thoughts, motivations, and behaviors. Examining the self-efficacy perceptions of individuals learning Turkish as a foreign language can provide valuable insights into the language education process. This study aims to identify the variables that predict the Turkish-speaking self-efficacy of university students in Ukraine who are learning Turkish as a foreign language. Employing a predictive correlational research design, this study investigates the predictive power of course level, learner autonomy, and language learning motivation on Turkish-speaking self-efficacy. The study sample consists of 111 university students enrolled in Turkish as a foreign language courses at six different universities in Ukraine during the fall semester of the 2021-2022 academic year. Participation was voluntary. Data were collected using scales measuring speaking self-efficacy, learner autonomy, and motivation specifically developed for teaching Turkish as a foreign language. Correlation analysis and hierarchical regression analysis were applied to analyze the data. The findings indicate that course level, learner autonomy, and intrinsic motivation are significant predictors of Turkish-speaking self-efficacy among university students learning Turkish as a foreign language in Ukraine. These independent variables collectively account for 60% of the variance in students’ Turkish-speaking self-efficacy. However, instrumental and cultural motivation were not found to have a significant impact on speaking self-efficacy. The results of this study were discussed in relation to the existing literature, and recommendations were provided for educators and researchers to enhance Turkish language instruction for foreign learners.