Academic Language Task Frequency and Self-Efficacy in EMI Higher Education: Patterns, Predictive Relationships, and Cross-Domain Influences

Öz

This study investigated the relationships between academic language task frequency and self-efficacy beliefs among Turkish undergraduate students in English-medium instruction (EMI) programs. Using a comprehensive questionnaire, data were collected from 483 students across multiple disciplines to examine patterns of language task engagement and self-efficacy across reading, listening, speaking, and writing domains. The study explored both within-domain and cross-domain relationships between task frequency and self-efficacy beliefs. Results revealed a clear hierarchy in language demands, with reading emerging as the most frequently required skill, followed by listening, speaking, and writing. Significant gaps were found between task frequency and self-efficacy across all domains, with students' confidence levels consistently lower than task demands. Multiple regression analyses demonstrated varying predictive relationships between task frequency and self-efficacy, with reading frequency showing the strongest cross-domain influence. The findings highlight the complex nature of language development in EMI contexts and suggest that mere exposure to academic tasks may be insufficient for developing robust confidence in academic language use. These results have important implications for EMI program design, emphasizing the need for integrated language support and targeted interventions that address both skill-specific and cross-domain aspects of academic language development.

Anahtar Kelimeler

• Academic language
• English-medium instruction (EMI)
• language skills
• self-efficacy
• task frequency

Eğitim Dili İngilizce Olan Programlarda Akademik Dil Becerilerinin Kullanım Sıklığı ve Öz-Yeterlik: Örüntüler, Yordayıcı İlişkiler ve Beceriler Arası Etkiler

Öz

Bu çalışma, eğitim dili İngilizce (EDI) programlarındaki 483 Türk lisans öğrencisinde akademik dil becerilerinin sıklığı ile öz-yeterlik arasındaki ilişkileri incelemiştir. Veriler, beceri kullanımında bir hiyerarşi (okuma>dinleme>konuşma>yazma) ve tüm becerin kullanım sıklığı ile öz-yeterlik arasında önemli farklar ortaya koymuştur. Öğrencilerin güven düzeyleri, beceri kullanım gereklerinin sürekli altında kalmıştır. Regresyon analizleri değişen yordayıcı ilişkiler göstermiş, okuma sıklığı en güçlü alanlar arası etkiyi sergilemiştir. Bulgular, akademik dile sadece maruz kalmanın EDI bağlamında dil güveni geliştirmek için yetersiz olabileceğini göstermektedir. Sonuçlar, EDI program tasarımında akademik dil gelişiminin hem beceriye özgü hem de alanlar arası yönlerini ele alan bütünleşik dil desteği ihtiyacını vurgulamaktadır.

Anahtar Kelimeler

• Akademik dil
• beceri kullanım sıklığı
• dil becerileri
• eğitim dili İngilizce
• öz-yeterlik

Kaynakça

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