The attitudes of Jordanian university students towards learning Turkish as a foreign language

This study investigates attitudes toward learning the Turkish language among students in Jordan. It adopts a mixed-methods design combining quantitative and qualitative approaches. The quantitative data were collected through a structured questionnaire administered to university students, while qualitative insights were obtained through open-ended responses to gain deeper understanding of learners' perspectives. The data were analyzed using descriptive statistics and independent samples t-tests, complemented by thematic analysis of qualitative responses. The findings reveal that participants generally hold positive attitudes toward learning Turkish, particularly in relation to cultural interest and perceived educational opportunities. However, some challenges were identified, including limited exposure to the language and concerns about its practical utility in the local job market. The results also indicate variation in attitudes across different dimensions, highlighting the role of motivation, perceived usefulness, and external influences such as media. The qualitative findings further support these results by providing detailed explanations of students' motivations and concerns. Overall, the study demonstrates that while Turkish language learning is viewed positively, there are contextual factors that influence learners’ engagement. These findings contribute to a better understanding of foreign language learning in the Jordanian context and provide implications for language education policies and practices.