Yabancı Dil Olarak Türkçe Öğretiminde Duyuşsal Faktörlerin Anlama Becerileri İçindeki Yeri

Yıl 2025, Cilt: 10 Sayı: 2, 433 - 469, 19.09.2025

Özlem Batmaz , Kadir Kaan Büyükikiz

Öz

Bu araştırmada yabancı/ikinci dil öğretiminde ve yabancı dil olarak Türkçe öğretiminde duyuşsal faktörlerin dil öğretimindeki rolü ve bunların anlama becerileri içindeki yerini göstermek amaçlanmıştır. Alanyazın derlemesi niteliğinde oluşturulan bu araştırmada, önce araştırmacılar tarafından yabancı/ikinci dil öğretiminde duyuşsal faktörlerin rolünü ortaya koyan ve anlama becerileri içindeki yerini açıklayan araştırmalar incelenmiş, sonra yabancı dil olarak Türkçe öğretimi bağlamında yapılan çalışmalar ve bu çalışmaların bulguları incelenmiştir. Bu araştırmada, nitel araştırma desenlerinden biri olan sistematik derleme yöntemi kullanılmıştır. Sistematik alanyazın derlemesinde ULAKBİM, Dergipark, YÖK Akademik, Web of Science, ERIC, JStor, ScienceDirect, Taylor & Francis çevrimiçi veri tabanları kullanılmıştır. Sistematik alanyazın derlemesi sonucunda; kaygı, tutum, öz yeterlik ve motivasyon gibi duyuşsal faktörlerin yabancı dil öğretimini olumlu veya olumsuz yönde etkileyen bireysel değişkenler olduğu ve bunların dil girdisini etkilediği; yabancılara Türkçe öğretimi bağlamında ise anlama becerilerine yönelik çalışmaların nicelik olarak yetersiz olduğu ancak yapılan çalışmaların sonuçlarına göre anlama becerileri içinde en az bilişsel beceriler kadar dil öğretimine katkıda bulunduğu ortaya çıkmıştır.

Anahtar Kelimeler

yabancı/ikinci dil öğretimi , duyuşsal faktörler , yabancılara Türkçe öğretimi , anlama becerileri

The Place of Affective Factors in Comprehension Skills in Teaching Turkish as a Foreign Language

Öz

This study aims to show the role of affective factors in foreign/second language teaching and teaching Turkish as a foreign language and their place in comprehension skills. In this study, which is a review of the literature, firstly the studies conducted by the researchers that reveal the role of affective factors in foreign/second language teaching and explain their place in comprehension skills were examined, then the studies conducted in the context of teaching Turkish as a foreign language and the findings of these studies were examined. In this study, the systematic review method, which is one of the qualitative research designs, was used. ULAKBİM, Dergipark, YÖK Academic, Web of Science, ERIC, JStor, ScienceDirect, Taylor & Francis online databases were used in the systematic literature review. As a result of the systematic literature review; it was revealed that affective factors such as anxiety, attitude, self-efficacy and motivation are individual variables that positively or negatively affect foreign language teaching and that they affect language input; in the context of teaching Turkish to foreigners, the studies on comprehension skills are insufficient in quantity, but according to the results of the studies, comprehension skills contribute to language teaching at least as much as cognitive skills.

Anahtar Kelimeler

foreign/second language teaching , affective factors , teaching Turkish to foreigners , comprehension skills

Kaynakça

• Akyol, H. (2006). Türkçe öğretim yöntemleri. Kök Yayıncılık.
• Al Ghraibeh, A. M. A. (2014). Academic self-efficacy in reading as a predictor of metacomprehension among Arabic non-native speakers. International Journal of Applied Psychology, 4(1), 1-12.
• Alpert, R. ve Haber, R. N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 61(2), 207–215.
• Altunkaya, H. (2015). Yabancı dil olarak Türkçe öğrenenlerin okuma kaygıları ile okuduğunu anlama becerileri arasındaki ilişki (Yayımlanmamış doktora tezi). İnönü Üniversitesi. Malatya.
• Altunkaya, H. (2017). Yabancı dil olarak Türkçe öğrenenlerin dinleme ve okuma kaygıları. Education Sciences (NWSAES), 12(3), 107–121.
• Altunkaya, H. ve Erdem, İ. (2017). Yabancı dil olarak Türkçe öğrenenlerin okuma kaygıları ve okuduğunu anlama becerileri. Sakarya University Journal of Education, 7(1), 59–77.
• Amuseghan, S. A. (2007). ESL curriculum in secondary schools in Nigeria: Issues and challenges towards communicative competence. Nebula, 4(2), 319–333.
• Angelia, C. ve Juliaty, H. (2021). EFL learners’ attitude towards podcasts for extensive listening. LLT Journal: A Journal on Language and Language Teaching, 24(2), 450–668.
• Arnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL Quarterly, 34(4), 777–786.
• Arnold, J. (2002). Affect in language learning. Cambridge University Press.
• Aro, T., Viholainen, H., Koponen, T., Peura, P., Räikkönen, E., Salmi, P. ve Aro, M. (2018). Can reading fluency and self-efficacy of reading fluency be enhanced with an intervention targeting the sources of self-efficacy? Learning and Individual Differences, 67(1), 53-66. https://doi.org/ 10.1016/j.lindif.2018.06.009
• Atagül, Y. ve Yahşi Cevher, Ö. (2018). Yabancı dil olarak Türkçe öğretiminde okuma kaygısı bir engel mi? Turkish Studies, 13(11), 229–245.
• Ateş, A. ve Bahşi, N. (2019). Yabancı dil olarak Türkçe öğrenen ortaokul 8. sınıf öğrencilerinin kelime bilgisinin okuma ve dinleme kaygısına etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 273–287. https:// doi.org/10.17679/inuefd.443335.
• Bağcı, H. ve Baz, D. (2019). Türkçeyi yabancı dil olarak öğrenen öğrencilerin okuma kaygıları. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 195–210. https://doi.org/10.17556/erziefd.459424
• Bandura, A. (1990). Perceived self-efficacy in the exercise of personal agency. Journal of Applied Sport Psychology, 2(2), 128–163.
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
• Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21–41. https://doi.org/ 10.1111/1467-839X.00024
• Bandura, A. (2004). Swimming against the mainstream: The early years from chilly tributary to transformative mainstream. Behaviour Research and Therapy, 42(6), 613–630. https://doi.org/10.1016/j.brat.2004.02.001
• Bao, Y. ve Liu, S. (2021). The influence of affective factors in second language acquisition on foreign language teaching. Open Journal of Social Sciences, 9, 463–470. https://doi.org/10.4236/jss.2021.93030
• Berber, G. (2016). Yabancı dilde dinleme kaygı seviyesi yüksek ve düşük öğrencilerin yabancı dilde dinleme-anlama strateji kullanımı (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi. Eskişehir.
• Berk, R. R. (2019). Yabancı dil olarak Türkçe öğretiminde elektronik dinletilerin dinlediğini anlama başarısı ve dinleme kaygısına etkisi (Yayımlanmamış doktora tezi). Gazi Üniversitesi. Ankara.
• Biçer, N. (2016). Yabancılara Türkçe öğretiminde motivasyona ilişkin öğrenci görüşleri ve sınıf içi gözlemler. Ana Dili Eğitimi Dergisi, 4(1), 84–99.
• Bıyık, Z. (2022). COVID‑19 sürecinde ortaokul öğrencilerinin akıcı okuma becerilerinin okuduğunu anlama, okuma tutum ve kaygısıyla ilişkisi (Yayımlanmamış yüksek lisans tezi). Kırıkkale Üniversitesi. Kırıkkale.
• Büyükikiz, K. K. (2014). Türkçeyi yabancı dil olarak öğrenen C1 düzeyindeki öğrencilerin dinleme becerisine ilişkin görüşleri. Gaziantep University Journal of Social Sciences, 13(3), 793–805.
• Carroll, J. M. ve Fox, A. C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7(1), 2056. https://doi.org/10.3389/fpsyg.2016.02056
• Carter, R. ve Nunan, D. (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press.
• Chambers, G. N. (1999). Motivating language learners. Multilingual Matters.
• Chang, A. C. S. (2010). Second-language listening anxiety before and after a 1-yr. intervention in extensive listening compared with standard foreign language instruction. Perceptual and Motor Skills, 110(2), 355–365. https://doi.org/10.2466/PMS.110.2.355-365
• Chen, H. (2007). The relationship between EFL learners' self-efficacy beliefs and English performance (Order No. 3301534). ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/ relationship-between-efl-learners-self-efficacy/docview/304868715/se-2
• Chomsky, N. (1988). Language and problems of knowledge. MIT Press.
• Chow, B. W.-Y., Chiu, H. T. ve Wong, S. W. L. (2017). Anxiety in reading and listening English as a foreign language in Chinese undergraduate students. Language Teaching Research, 22(6), 719–738. https://doi. org/10.1177/1362168817702159
• Clément, R., Dornyei, Z. ve Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417–448.
• Coddington, C. S. ve Guthrie, J. T. (2009). Teacher and student perceptions of boys’ and girls’ reading motivation. Reading Psychology, 30(3), 225–249. https://doi.org/10.1080/02702710802275371
• Cohen, A. D. (1998). Strategies for learning and using a second language. Essex, UK: Longman.
• Cohen, A. D. (2010). Focus on the language learner: Styles, strategies and motivation. In N. Schmitt (Ed.), An introduction to applied linguistics (2nd ed., pp. 161–178). Hodder Education.
• Çınar, N. (2021). İyi bir sistematik derleme nasıl yazılmalı? Online Türk Sağlık Bilimleri Dergisi, 6(2), 310-314, https://doi.org/10.26453/ otjhs.888569
• Douglas, B. H. (2014). Principles of language learning and teaching (6th ed.). Pearson Education.
• Dörnyei, Z. (2001). Motivation strategies in the language classroom. Cambridge University Press.
• Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
• Dörnyei, Z. (2006). Individual differences in second language acquisition. AILA Review, 19, 42–68.
• Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning, 59(1), 230–248.
• Dörnyei, Z. ve Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty. ve M. H. Long (Eds.), The handbook of second language acquisition (pp. 21–35). Oxford: Blackwell.
• Du, X. (2009). The affective filter in second language teaching. Asian Social Science, 5(8), 162–165.
• Dulay, H. ve Burt, M. (1977). Remarks on creativity in language acquisition. In M. Burt, H. Dulay. ve M. Finocchiaro (Eds.), Viewpoints on English as a second language (pp. 95–126). Regents.
• Ehrman, M. (1996). An exploration of adult language learner motivation, self-efficacy and anxiety. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 81–103). University of Hawaii Press.
• Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
• Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W. ve Langer, D. A. (2014). A longitudinal multilevel model analysis of the within- person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3), 295–308. https://doi.org/10.1016/j.jsp.2014.04.001
• Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
• Gardner, R. C. (2000). Correlation, causation, motivation and second language acquisition. Canadian Psychology, 41, 1–24. https://doi. org/10.1037/h0086854
• Gardner, R. C. ve Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Newbury House.
• Gardner, R. C. ve MacIntyre, P. B. (1993). On the measurement of affective variables in second language learning. Language Learning, 43, 157–194. https://doi.org/10.1111/j.1467-1770.1992.tb00714.x
• Gardner, R. C., Lalonde, R. N., Moorcroft, R. ve Evers, F. T. (1987). Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6(1), 29–47. https://doi.org/ 10.1177/0261927X8700600102
• Ghabdian, F. ve Ghafournia, N. (2016). The relationship between Iranian EFL learners’ self-efficacy beliefs and reading comprehension ability. English Linguistics Research, 5(1), 38–50.
• Ghonsooly, B. (2010). Learners’ self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 53(1), 45–67.
• Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222–232.
• Goldston, D. B., Walsh, A., Arnold, E. M., Reboussin, B., Daniel, S. S., Erklani, A., Nutter, D., Hickman, E., Palmes, G., Snider, E. ve Wood, F. B. (2007). Reading problems, psychiatric disorders, and functional impairment from mid to late adolescence. Journal of the American Academy of Child & Adolescent Psychiatry, 46(1), 25–32.
• Graham, S. ve Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58(4), 747– 783.
• Güneş, F. (2007). Türkçe öğretimi ve zihinsel yapılandırma. Nobel Yayıncılık.
• Güngör, H. ve Kan, A. (2020). Türkçeyi yabancı dil olarak öğrenenlerin okuma öz yeterliklerinin belirlenmesine yönelik bir ölçek geliştirme çalışması. International Journal of Language Academy, 8(3), 49–62.
• Guthrie, J. T., Klauda, S. L. ve Ho, A. N. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48(1), 9–26. https:// doi.org/10.1002/rrq.035
• Habibian, M. ve Roslan, S. (2014). The relationship between self-efficacy in reading with language proficiency and reading comprehension among ESL learners. Journal of Education and Practice, 5(14), 119–126.
• Halat, S. (2015). Yabancı dil olarak Türkçe öğrenenlerin dinleme becerisine yönelik kaygı düzeylerinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi. Ankara.
• Halat, S. ve Özbay, M. (2018). The examination of listening anxiety level of the students who learn Turkish as a foreign language. Universal Journal of Educational Research, 6(1), 1–10
• Hedges, J. L. ve Gable, R. (2016). The relationship of reading motivation and self-efficacy to reading achievement. Johnson & Wales University. http://scholarsarchive.jwu.edu/k12_ed/31/
• Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 283–294. https://doi.org/10.1111/j.1540-4781.1988.tb04190.x
• Horwitz, E. K., Horwitz, M. B. ve Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125–132.
• Jalil, F., Derakhshan, A. ve Saeede, T. (2020). The effect of listening strategy instruction on second language listening anxiety and self-efficacy of Iranian EFL learners. SAGE Open, 10(2). https://doi. org/10.1177/2158244020933878
• Katrancı, M. (2012). Effects of teaching metacognition strategies to listening comprehension skills and attitude toward listening [Unpublished doctoral dissertation]. Hacettepe Üniversitesi, Ankara.
• Kim, J. (2002). Anxiety and foreign language listening. English Teaching, 57, 3–34.
• Kılıç, B. S. (2020). Yabancı dil olarak Türkçe öğrenen Suriyeli öğrencilerin dinleme becerisine yönelik kaygı düzeylerinin incelenmesi. Turkish Studies, 15(2), 947–962.
• Kılınç, N. (2018). Türkçeyi yabancı dil olarak öğrenenlerin dinleme kaygılarının incelenmesi (Yayımlanmamış yüksek lisans tezi). Nevşehir Hacı Bektaş Veli Üniversitesi. Nevşehir.
• Klassen, R. M. (2010). Confidence to manage learning: The self- efficacy for self-regulated learning of early adolescents with learning disabilities. Learning Disability Quarterly, 33(1), 19–30. https://doi. org/10.1177/073194871003300102
• Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
• Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
• Kush, J. C., Watkins, M. W. ve Brookhart, S. M. (2005). The temporal- interactive influence of reading achievement and reading attitude. Educational Research and Evaluation, 11(1), 29–44. https://doi. org/10.1080/13803610500110141
• Lazarus, B. D. ve Callahan, T. (2000). Attitudes toward reading expressed by elementary school students diagnosed with learning disabilities. Reading Psychology, 21(4), 271–282. https://doi. org/10.1080/027027100750061921
• Lee, Y. S. ve Jonson-Reid, M. (2016). The role of self-efficacy in reading achievement of young children in urban schools. Child and Adolescent Social Work Journal, 33(1), 79–89. https://doi.org/10.1007/s10560- 015-0404-6
• Legac, V. (2007). Foreign-language anxiety and listening skill in Croatian monolingual and bilingual students of EFL. In J. Horváth ve M. Nikolov (Eds.), Empirical studies in English applied linguistics (pp. 217–243).
• Lenahan, P. (2015). The uses of amateurs: Travel writing as a tool of second language acquisition research. English Academy Review, 32(1), 140–151.
• Liem, A. D., Lau, S. ve Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486–512. https://doi.org/10.1016/j.cedpsych. 2007.08.001
• Liew, J., McTigue, E. M., Barrois, L. ve Hughes, J. N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly, 23(4), 515–526. https://doi.org/10.1016/j.ecresq.2008.07.003
• Lu, Z. ve Liu, M. (2015). An investigation of Chinese university EFL learners’ foreign language reading anxiety, reading strategy use, and reading comprehension performance. Studies in Second Language Learning and Teaching, 5(1), 65–85. https://doi.org/10.14746/ssllt.2015.5.1.4
• Lukhele, B. B. (2013). Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland. Reading & Writing, 4(1), 1–8. https://doi. org/10.4102/rw.v4i1.28
• MacIntyre, P. D. (1995). How does anxiety affect second language learning: A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90–99.
• MacIntyre, P. D. ve Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39, 251–275. http://dx.doi.org/10.1111/j.1467-1770.1989.tb00423.x
• MacIntyre, P. D. ve Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and processing in native and second languages. Language Learning, 41, 513–534. https://doi.org/10.1111/j.1467-1770.1991. tb00691.x
• Martinez, R. S., Aricak, O. T. ve Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal‑interaction model. Psychology in the Schools, 45(10), 1010–1023.
• McClelland, D. C., Atkinson, J. W., Clark, R. A. ve Lowell, E. L. (1953). The achievement motive. Appleton-Century-Crofts. https://doi. org/10.1037/11144-000
• McKenna, M. C., Stratton, B. D., Grindler, M. C. ve Jenkins, S. J. (1995). Differential effects of whole language and traditional instruction on reading attitudes. Journal of Reading Behavior, 27(1), 19–44. https:// doi.org/10.1080/10862969509547867
• Melanlıoğlu, D. (2013). Ortaokul öğrencileri için dinleme kaygısı ölçeğinin geçerlik ve güvenirlik çalışması. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (11), 851–876. https://doi.org/10.14520/adyusbd. 418
• Melanlıoğlu, D. (2021). Türkçenin yabancı dil olarak öğretiminde gizil güç: Tutumlar. Kesit Yayınları.
• Miao, Q. Q. ve Vibulphol, J. (2021). English as a foreign language reading anxiety of Chinese university students. International Education Studies, 14(3), 64–71.
• Mills, N. A. (2004). Self-efficacy of college intermediate French students: Relation to motivation, achievement, and proficiency [Ph.D. dissertation, University Microfilms International].
• Mills, N., Pajares, F. ve Herron, C. (2006). A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276–295.
• Moghari, E. H., Lavasani, M. G., Bagherian, V. ve Afshari, J. (2011). Relationship between perceived teacher's academic optimism and English achievement: Role of self-efficacy. Procedia - Social and Behavioral Sciences, 15, 2329–2333.
• Moller, A. M. ve Myles, P. S. (2016). What makes a good systematic review and metaanalysis? British Journal of Anaesthesia, 117(4), 428–30, https://doi.org/10.1093/bja/aew264
• Mucherah, W. ve Yoder, A. (2008). Motivation for reading and middle school students’ performance on standardized testing in reading. Reading Psychology, 29(3), 214–235. https://doi.org/10.1080/02702710801982159.
• Murad Sani, A. ve Zain, Z. (2011). Relating adolescents’ second language reading attitudes, self-efficacy for reading, and reading ability in a non-supportive ESL setting. Reading Matrix: An International Online Journal, 11(3), 243–254.
• Ni, H. (2012). The effects of affective factors in SLA: Pedagogical implications. Theory and Practice in Language Studies, 2(7), 1508–1531. https://www.academypublication.com/issues/past/tpls/vol02/07/25.pdf
• Nguyen, N. L. D., Nghia, T. T., Thy, P. H. ve Nhi, H. T. Y. (2022). The relationship between students’ self-efficacy beliefs and their English language achievement. Journal of English Language Teaching and Applied Linguistics, 4(2), 102–112. https://doi.org/10.32996/jeltal.2022.4.2.10
• Nureldeen, W. A., Alsabatin, H., Al‑Sartawi, A. ve Al‑Mawadieh, R. S. M. (2024). EFL learners' attitudes toward reading in both English and Arabic. Eurasian Journal of Applied Linguistics, 10(1), 210–224. http://dx.doi.org/10.32601/ejal.10119
• O’Malley, J. M. ve Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
• Oh, E. J. (2016). Relationships among perceived self-efficacy, vocabulary and grammar knowledge, and L2 reading proficiency. English Teaching, 71(2), 3–29. https://doi.org/10.15858/engtea.71.2.201606.3
• Olusegun, O. ve Oyewole, O. (2017). Effects of listening strategies’ instruction on students’ attitude to listening. European Journal of Education Studies, 3(7), 624–642. http://dx.doi.org/10.46827/ejes.v0i0.902
• Okur, A. ve Keskin, F. (2013). Yabancılara Türkçe öğretiminde kültürel ögelerin aktarımı: İstanbul yabancılar için Türkçe öğretim seti örneği. International Journal of Social Science, 6(2), 1619–1640.
• Osman, M. E. T., Al Khamisi, H., Al Barwani, T. ve Al Mekhlafi, A. (2016). EFL reading achievement: Impact of gender and self-efficacy beliefs. International Journal of Learning, Teaching and Educational Research, 15(3), 54–73.
• Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17, 235–247.
• Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House Publishers.
• Oxford, R. L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58–67). Cambridge University Press.
• Özekinci, Z. (2019). Yabancı dil olarak Türkçe öğrenenlerin dinleme ve etkileşim kaygısı ile endişe düzeylerinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Çanakkale Onsekiz Mart Üniversitesi. Çanakkale.
• Pajares, F. ve Schunk, D. H. (2005). Self-efficacy and self-concept beliefs: Jointly contributing to the quality of human life. In H. W. Marsh, R. G. Craven. ve D. M. McInerney (Eds.), International advances in self research Vol. II (pp. 95-122). Greenwich: Age Publishing.
• Rachmajanti, S. ve Musthofiyah, U. (2017). The relationship between reading self-efficacy, reading attitude and EFL reading comprehension based on gender difference. Journal of English Language, Literature, and Teaching (J-ELLiT), 1(1), 20–26.
• Rahimirad, M. ve Zare-ee, A. (2015). Metacognitive strategy instruction as a means to improve listening self-efficacy among Iranian undergraduate learners of English. International Journal of Instruction, 8(1), 117–132.
• Raoofi, S., Tan, B. H. ve Chan, S. H. (2012). Self-efficacy in second/ foreign language learning contexts. English Language Teaching, 5(11), 60–73.
• Rastelli, S. (2016). Neurolinguistics and second language teaching: A view from the crossroads. Second Language Research, 34(1), 103–123. https://doi.org/10.1177/0267658316681377
• Razmi, M. H., Jabbari, A. A. ve Zare, S. (2021). An investigation into perfectionism, self-efficacy, metacognitive strategy use, and second language listening comprehension: A path analysis approach. Journal of Teaching Language Skills, 40, 119–159. https://doi.org/10.22099/ jtls.2021.40272.2977
• Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R. ve Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261–288. https:// doi.org/10.1037/0033-2909.130.2.261
• Sabbaghan, S. ve Ansarian, F. (2013). Do they know that they know? EFL learners’ attitude towards concept mapping in listening comprehension. International Journal of Research Studies in Educational Technology, 2(1), 57–70.
• Saito, Y., Garza, T. J. ve Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218.
• Salehi, K. ve Khalaji, H. R. (2014). The relationship between Iranian EFL upper intermediate learners’ self-efficacy and their reading comprehension performance. International Journal of Educational Investigations, 1(1), 274–282.
• Sallabaş, M. E., Göktentürk, T. ve Yazıcı, E. (2018). Türkçe metinleri okumaya karşı yabancı dil olarak Türkçe öğrenen öğrencilerin tutumunun belirlenmesi: Bir geçerlilik ve güvenilirlik çalışması. Ana Dili Eğitimi Dergisi, 6(2), 369–385. https://doi.org/10.16916/aded.402001
• Sawyer, M. ve Ranta, L. (2001). Aptitude, individual differences, and instructional design. In P. Robinson (Ed.), Cognition and second language instruction (pp. 319–353). Cambridge University Press.
• Schmidt, R. W. (1983). Interaction, acculturation and the acquisition of communicative competence. In N. Wolfson ve E. Judd (Eds.), Sociolinguistics and language acquisition (pp. 137–174). Newbury House.
• Schöber, C., Schütte, K., Köller, O., McElvany, N. ve Gebauer, M. M. (2018). Reciprocal effects between self-efficacy and achievement in mathematics and reading. Learning and Individual Differences, 63, 111. https://doi.org/10.1016/j.lindif.2018.01.008
• Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development, 7, 379–392. https://doi.org/10.1080/01434632.1986.9994254
• Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self‑efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281–303). Plenum Press. https://doi. org/10.1007/978-1-4419-6868-5_10
• Selvi, A. F. ve Martin-Beltran, M. (2016). Teacher-learners’ engagement in the reconceptualization of second language acquisition knowledge through inquiry. System, 63, 28–39.
• Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL reading comprehension. Asian EFL Journal, 12(2), 18–42.
• Shehzad, M. W., Alghorbany, A., Lashari, S. A. ve Lashari, T. A. (2019). Self-efficacy sources and reading comprehension: The mediating role of reading self-efficacy beliefs. 3L: The Southeast Asian Journal of English Language Studies, 25(3), 90–105. https://doi.org/ 10.17576/3L-2019-2503-07
• Shell, D. F., Murphy, C. C. ve Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81(1), 91–100. https://doi. org/10.1037/0022-0663.81.1.91
• Sis, N. ve Başpınar Yörük, N. (2017). Effect of musical creative listening activities on the listening success and attitudes of the seventh grade students. International Journal of Language Academy, 5(7), 1–16.
• Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32, 1–27.
• Soysal, T. (2022). Türkçeyi yabancı dil olarak öğrenenlerin okuma öz yeterliklerinin çeşitli değişkenler açısından incelenmesi. Aydın TÖMER Dil Dergisi, 7(2), 287–308.
• Sundari, H. (2013). EFL adult learners reading attitude and reading comprehension: A preliminary study [Conference paper]. ResearchGate.
• Tabrizi, A. R. N. ve Jafari, M. (2015). The relationship among critical thinking, self-efficacy, and Iranian EFL learners’ reading comprehension ability with different proficiency levels. Academic Research International, 6(2), 412.
• Troike, M. S. (2012). Introducing second language acquisition (2nd ed.). Cambridge University Press.
• Tschannen‑Moran, M. ve McMaster, P. (2009). Sources of self‑efficacy: Four professional development formats and their relationship to self‑efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228–245. https://doi.org/10.1086/605771
• Tulumcu, F. M. (2014). Yabancı dil olarak Türkçe öğrenenlerin anlama becerilerine yönelik öz yeterlikleri (Yayımlanmamış yüksek lisans tezi). Sakarya Üniversitesi. Sakarya.
• Uman, L. S. (2011). Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20(1), 57- 59.
• Vandergrift, L. ve Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.
• Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31, 67–80. https:// doi.org/10.1111/j.1944-9720.1998.tb01333.x
• Vogely, A. J. (1999). Addressing listening comprehension anxiety. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety atmosphere. McGraw- Hill.
• Waleff, M. L. (2010). The relationship between mastery orientation goals, student self-efficacy for reading and reading achievement in intermediate level learners in a rural school district (Publication No. 3427217) [Doctoral dissertation, University of Maryland]. ProQuest Dissertations & Theses Global.
• Wijayati, P. H., Mardianti, N. ve Murtadho, N. (2021). The correlation between students’ reading anxiety and their reading comprehension in ESP context. International Journal of Language Education.
• Williams, M. ve Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
• Wilson, A. ve Kim, W. (2016). The effects of concept mapping and academic self-efficacy on mastery goals and reading comprehension achievement. International Education Studies, 9(3), 12–23. https://doi. org/10.5539/ies.v9n3p12
• Wong, M. S. L. (2005). Language learning strategies and language self-efficacy: Investigating the relationship in Malaysia. RELC Journal, 36(3), 245–269.
• Yamashita, J. (2004). Reading attitudes in L1 and L2 and their influence on L2 extensive reading. Reading in a Foreign Language, 16, 1–19.
• Yannascoli, S. M., Schenker, M. L., Carey, J. L., Ahn, J., & Baldwin, K. D. (2013). How to write a systematic review: A step-by-step guide. University Of Pennsylvania Orthopaedic Journal, 23(2), 64-69.
• Yoğurtçu, K. (2013). The impact of self-efficacy perception on reading comprehension on academic achievement. Procedia - Social and Behavioral Sciences, 70, 375–386. https://doi.org/10.1016/j.sbspro.2013.01.075
• Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426–439
• Young, D. J. (2013). Affective factors and second language Spanish. In K. L. Geeslin (Ed.), The handbook of Spanish second language acquisition (pp. 331–346). Wiley-Blackwell. https://doi.org/10.1002/9781118584347. ch21
• Xu, J., Fan, J. ve Luo, K. (2021). Exploring L2 listening instruction, self-efficacy, and strategy use: A mediation analysis. Frontiers in Psychology, 12, 758757. https://doi.org/10.3389/fpsyg.2021.758757