The relationship among foreign language speaking anxiety, English-speaking skills self-efficacy beliefs, and English-speaking performance of Turkish ELT

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buir.advisorAlexander, Anita
buir.type.qualificationlevelMaster's
buir.type.qualificationnameMA (Master of Arts)
buir.type.qualificationtitleCurriculum and Instruction
dc.contributor.authorBatu, Veliye
dc.date.accessioned2024-07-31T05:53:36Z
dc.date.available2024-07-31T05:53:36Z
dc.date.copyright2024-07
dc.date.issued2024-07
dc.date.submitted2024-07-29
dc.descriptionCataloged from PDF version of article.
dc.descriptionThesis (Master's): Bilkent University, Graduate School of Education, İhsan Doğramacı Bilkent University, 2024.
dc.descriptionIncludes bibliographical references (leaves 114-132).
dc.description.abstractIn today’s world, foreign language speaking skills hold a significant place in every aspect of life including foreign language education. Speaking skills are closely related to affective and cognitive factors in foreign language learning. In this respect, this current study investigated the relationship between foreign language speaking anxiety, speaking self-efficacy beliefs, and English-speaking performance of Turkish ELT students. The study was conducted with 71 first-year Turkish ELT students at a public university. For this mixed-methods research study, a questionnaire was given to all participants, and a semi-structured interview was held with seven voluntary participants to gain deeper insights into how anxiety and self-efficacy impact English-speaking performance. Correlational analyses were employed for survey data, and the results found significant relationships among foreign language speaking anxiety, speaking self-efficacy beliefs, and English-speaking performance. For the qualitative aspect, a thematic analysis was implemented for the interviews to examine the perspective of the students in more detail. The first-year ELT students reported that foreign language anxiety had an adverse effect on their Englishspeaking performance while high self-efficacy beliefs had a facilitative impact on performance. Based on the findings of the present study, implications for practice were drawn, and suggestions for further research were highlighted.
dc.description.provenanceSubmitted by İlknur Sarıkaya (ilknur.sarikaya@bilkent.edu.tr) on 2024-07-31T05:53:36Z No. of bitstreams: 1 B028051.pdf: 3204311 bytes, checksum: 62791036eaf85c89cc648feb99f5645a (MD5)en
dc.description.provenanceMade available in DSpace on 2024-07-31T05:53:36Z (GMT). No. of bitstreams: 1 B028051.pdf: 3204311 bytes, checksum: 62791036eaf85c89cc648feb99f5645a (MD5) Previous issue date: 2024-07en
dc.description.statementofresponsibilityby Veliye Batu
dc.format.extentxi, 141 leaves : illustrations, tables ; 30 cm.
dc.identifier.itemidB028051
dc.identifier.urihttps://hdl.handle.net/11693/115468
dc.language.isoEnglish
dc.publisherBilkent University
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectForeign language anxiety
dc.subjectForeign language speaking anxiety
dc.subjectSpeaking self-efficacy beliefs
dc.subjectEnglish-speaking performance
dc.titleThe relationship among foreign language speaking anxiety, English-speaking skills self-efficacy beliefs, and English-speaking performance of Turkish ELT
dc.title.alternativeTürk İngilizce öğretmenliği öğrencilerinin yabancı dil konuşma kaygısı, İngilizce konuşma becerileri özyeterlilik inançları ve İngilizce konuşma performansı arasındaki ilişki
dc.typeThesis

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