Beyond language barriers: a phenomenological insight into the interplay of dynamics shaping international students’ Turkish language mastery

This study explores international students’ lived experiences in learning Turkish through the interplay of cognitive, emotional, and social dimensions. Using interpretative phenomenological analysis, data were collected from 15 international students and 12 Turkish language instructors through purposive sampling. Findings highlight resilience, motivation, adaptive learning strategies, teacher support, and social integration as central to students’ language learning experiences. Participants also reported emotional challenges, cultural adjustment, and academic pressure. The study suggests that language programmes should incorporate psychological and orientation support, while instructors adopt flexible and interactive pedagogical approaches that encourage peer interaction and meaningful engagement in the language learning process.