Exploring Tertiary Level EFL Learners’ Self-efficacy Beliefs: A Mixed-Methods Study
THE JOURNAL OF LANGUAGE TEACHING AND LEARNING, vol.16, no.3, pp.132-148, 2026 (ESCI)
- Publication Type: Article / Article
- Volume: 16 Issue: 3
- Publication Date: 2026
- Journal Name: THE JOURNAL OF LANGUAGE TEACHING AND LEARNING
- Journal Indexes: EBSCO Communication Source, Communication Source (EBSCO), Emerging Sources Citation Index (ESCI), MLA - Modern Language Association Database, MLA International Bibliography
- Page Numbers: pp.132-148
- Open Archive Collection: AVESIS Open Access Collection
- Anadolu University Affiliated: Yes
Abstract
This study aimed to investigate the
self-efficacy levels of Turkish EFL learners across four language skills, listening,
reading, writing, and speaking, and to explore the factors influencing their
beliefs. Adopting a sequential explanatory mixed method design, the research
was conducted at a School of Foreign Languages (SFL) of a state university in
Türkiye with 130 elementary-level students. Quantitative data were collected
using the English Self-Efficacy Belief Scale (Yanar & Bümen, 2012), while
qualitative data were gathered through semi-structured interviews with
purposefully selected participants using extreme case sampling. Findings
revealed a moderate overall self-efficacy level (M=3.19), with learners
reporting higher efficacy in receptive skills (listening and reading, M=3.32)
compared to productive skills (speaking and writing, M=3.05 and M=3.09,
respectively). Factors influencing high self-efficacy included out-of-class
practice, personal characteristics, motivation, and school-related support,
while low self-efficacy was mainly shaped by affective barriers, perceived
incompetence, and demotivational experiences.