Keywords
Language skills
EFL learners
English language learning
Mixed methods research
How to Cite
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.
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