ISSN: 2581-8651 Journal of Humanities and

Vol-7, Issue-2, Mar-Apr 2025

https://dx.doi.org/10.22161/jhed.7.2.8
Education Development
Peer-Reviewed Journal (JHED)

Self-Confidence in Learning Turkish: A Beginner-Level

Analysis
Kawar Maasom Abdulqader1, Araz Adil Salih2
1Lecturer, University of Zakho, Faculty of Humanities, Department of Turkish Language and Literature, Duhok, Iraq
[email protected]
2Lecturer, Department of General Education, Cihan University-Duhok, Kurdistan Region, Iraq

[email protected]

Received: 28 Feb 2025; Received in revised form: 27 Mar 2025; Accepted: 03 Apr 2025
©2025 The Author(s). Published by TheShillonga. This is an open-access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/)

Abstract— This study explores the self-confidence levels of A1-level students learning Turkish as a foreign
language and its impact on their learning process. Self-confidence in language learning is closely linked to
motivation, willingness to communicate, and academic achievement. The research follows a mixed-methods
approach, combining quantitative and qualitative data collection techniques. The study includes 162 students
from the English Department at Cihan University in Iraq. Their self-confidence levels were assessed using
a self-confidence scale and a Turkish language proficiency test. Additionally, semi-structured interviews
provided insights into their experiences. Findings indicate that students generally exhibit moderate to high
self-confidence. However, many hesitate due to fear of making mistakes and reluctance to participate in
class. Qualitative analyses emphasize the importance of teacher and peer support while identifying fear of
mistakes, sensitivity to criticism, and limited vocabulary as barriers. In conclusion, self-confidence plays a
crucial role in learning Turkish. Pedagogical strategies that reduce fear of mistakes, create supportive
environments, and encourage active language use are recommended. This study contributes to effective
teaching strategies by highlighting self-confidence as a key factor in language learning.
Keywords— Self-confidence, Turkish language learning, foreign language anxiety, pedagogical
approaches, language learning motivation.

I. INTRODUCTİON self-confidence achieve greater success in learning Turkish.

Language learning is a complex process shaped not Ghafar (2023) highlights that self-confidence increases
only by cognitive processes but also by emotional and motivation and strengthens individuals' ability to cope with
psychological factors. In this process, self-confidence is a challenges, while Nazarova and Umurova (2016) argue that
critical factor that enhances an individual’s courage to use low self-confidence leads students to remain passive in
the language and actively participate in learning. language learning and avoid verbal communication.
Individuals with high self-confidence learn the language Among the theories supporting the critical importance
more effectively without fear of making mistakes, while of self-confidence in language learning, Krashen’s (1982)
low self-confidence can increase language anxiety and Affective Filter Hypothesis stands out. This hypothesis
negatively impact the learning process. suggests that high self-confidence facilitates the language
The role of self-confidence in language learning has learning process, whereas low self-confidence hinders it.
been extensively examined in the literature. Juliani and Similarly, Horwitz and Young (1991) demonstrate that
Dafit (2024) state that teachers play a significant role in language anxiety negatively affects individuals’ self-
enhancing students’ self-confidence through motivation, confidence and disrupts their learning processes.
feedback, and facilitating communication, which Moradiyousefabadi and Ghafournia (2023) further assert
contributes significantly to their academic success. Tunçel that self-confidence is strongly related to motivation,
(2015) emphasizes that self-confidence is a key factor in perseverance, and risk-taking willingness, and that
foreign language learning and that individuals with high individuals with high self-confidence perform better in
pronunciation, vocabulary, and grammar skills.

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Problem Statement The following subsections highlight significant

There is a limited number of studies addressing the studies that explore the effects of self-confidence on foreign
impact of self-confidence in teaching Turkish as a foreign language learning, with a particular focus on Turkish.
language. This gap prevents a full understanding of the 2.1. Self-Confidence and Foreign Language
psychological barriers faced by students learning Turkish. Learning
In particular, the lack of self-confidence among A1-level Self-confidence is regarded as a motivational source
learners may lead to passivity in communication skills and that increases individuals' active participation in the
a decline in learning motivation. This situation highlights language learning process. Çileli (1990) emphasized the
the need for pedagogical approaches and teaching strategies significant role of self-confidence in developing speaking
based on concrete data. skills in foreign language learning and concluded that a
Research Aim supportive classroom environment enhances students' self-
The aim of this study is to examine the self-confidence confidence. Chomsky’s (1959) concept of "creative
levels of university students learning Turkish at the A1 level language use" and Maslow’s (1954) motivation theory
and to investigate the factors influencing their self- suggest that gaining self-confidence positively influences
confidence, as well as how it affects their success in the the learning process.
language learning process. The study also aims to Similarly, Pangestu and Martriwati (2024) identified
emphasize the importance of self-confidence in developing self-confidence as a determining factor in students' success
pedagogical approaches for teaching Turkish. in speaking skills. Their findings suggest that students with
Research Questions high self-confidence overcome the fear of making mistakes
and use the language more effectively. In contrast, a lack of
This study seeks to answer the following questions:
self-confidence negatively affects the learning process due
1. What are the self-confidence levels of A1-level to factors such as classroom anxiety, limited vocabulary,
students learning Turkish, and what factors and insufficient practice opportunities.
influence these levels?
2.2. Individual Differences and Language Anxiety
2. What psychological, social, and pedagogical
Ellis (1994) highlighted the importance of individual
factors affect the self-confidence of students
differences in language learning processes and argued that
learning Turkish as a foreign language?
language anxiety negatively affects students' performance.
3. What is the relationship between students' self- Correspondingly, Horwitz, Horwitz, and Cope (1986)
confidence levels and their success in learning developed the Foreign Language Classroom Anxiety Scale,
Turkish, and how can this relationship be which identifies language anxiety as a factor that reduces
statistically explained? students' self-confidence and negatively affects their
This study aims to fill a significant gap in the literature motivation.
by examining the impact of self-confidence on Turkish When evaluated in this context, a negative correlation
language learning. The research findings are expected to can be observed between self-confidence and anxiety. In
contribute to the development of pedagogical approaches other words, as anxiety levels increase, students’ self-
and the expansion of student-centered practices in teaching confidence decreases, making the learning process more
Turkish as a foreign language. challenging.
2.3. The Role of Emotional Factors
II. LİTERATURE REVİEW MacIntyre and Gardner (1994) argued that emotional
Foreign language learning is a multidimensional factors—especially self-confidence and motivation—are
experience that encompasses both cognitive and emotional fundamental determinants of success in language learning.
processes. In this process, self-confidence is a crucial In this regard, Krashen’s (1982) Affective Filter Hypothesis
psychological factor that enhances individuals' ability to suggests that meaningful input provided in a low-anxiety
cope with challenges in language learning. Self-confidence environment contributes to self-confidence development,
is generally defined as individuals' belief in their ability to whereas individuals with high affective filters experience
successfully complete a task (Bandura, 2006). The literature greater difficulties in language learning.
clearly demonstrates the critical role of self-confidence in Therefore, managing emotional factors and supporting
increasing success in foreign language learning. In light of students’ self-confidence significantly contributes to the
these studies, this section examines how self-confidence language learning process.
develops in learning Turkish and how it can be supported.

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2.4. Willingness to Communicate and Self- learning environment. Similarly, Nazarova and Umurova
Confidence (2016) stated that low self-confidence leads to passivity and
Given the importance of communication in foreign avoidance of communication in the process of learning
language learning, self-confidence emerges as a Turkish.
determining factor. Yashima, Zenuk-Nishide, and Shimizu Studies conducted on students learning Turkish in
(2004) emphasized that self-confidence increases different cultural contexts demonstrate that teaching
individuals' willingness to communicate in a foreign methods sensitive to cultural differences and positive
language and plays a key role in effective communication. feedback mechanisms support self-confidence
In this context, a lack of self-confidence may reduce development. This indicates that both pedagogical
participation in verbal activities and negatively affect the strategies and emotional support mechanisms play a crucial
learning process. role in learning Turkish.
Yousefabadi et al. (2022) reported that a lack of self- Conclusion of the Literature Review
confidence limits students’ participation in classes, thereby This literature review demonstrates that self-
reducing success in language learning. These findings confidence plays a critical role in foreign language learning
highlight the necessity of considering self-confidence when and that supportive classroom environments, meaningful
designing both in-class and extracurricular communication input, and positive teaching approaches enhance self-
activities. confidence and positively impact the learning process. It has
2.5. Positive Psychology and a Multidimensional been observed that individuals with high self-confidence
Approach overcome the fear of making mistakes and communicate
Dörnyei and Ryan (2015) argued that foreign language more effectively, whereas a lack of self-confidence
learning is not solely a cognitive process but also involves increases language anxiety and negatively affects the
emotional and social dimensions. In line with this learning process.
perspective, positive psychology-based approaches aim to In the context of learning Turkish, the limited number
meet students' emotional needs and enhance their self- of studies in the literature suggests that self-confidence is an
confidence. important determinant. In light of these studies, further
The design of learning environments that provide a research is needed to examine how self-confidence
supportive classroom climate and meaningful input develops in learning Turkish and how educational
reinforces students' self-confidence and positively environments can contribute to this development.
contributes to their learning processes. By conducting such research, both teaching methods
2.6. The Impact of Self-Confidence on Language can be improved and students' learning experiences can be
Proficiency enhanced. This study aims to analyze the effects of self-
confidence on students learning Turkish at the beginner
Bandura (2006) frequently emphasized that self-
level, contributing to both academic literature and
confidence positively influences motivation and
pedagogical applications. Therefore, future studies should
persistence. Bong (2002) and Zimmerman and Kitsantas
examine the self-confidence factor across different age
(2005) stated that self-confidence enhances academic
groups, cultural backgrounds, and learning environments,
performance and strengthens individuals' determination to
providing a broader perspective that benefits both research
achieve success.
and practice.
In the context of foreign language learning,
Abdullayeva (2024) found that individuals with high self-
confidence demonstrate greater success in pronunciation, III. METHOD
vocabulary knowledge, and grammar skills. This further 3.1. Research Design
supports the impact of self-confidence on language This study employs a mixed-methods approach,
proficiency with empirical evidence. incorporating both quantitative and qualitative data
2.7. Self-Confidence in Learning Turkish collection techniques. In the quantitative dimension, a self-
The literature reveals that studies on the impact of self- confidence scale and a Turkish language proficiency test
confidence in learning Turkish as a foreign language are were administered to measure students' self-confidence
limited. Tunçel (2015) emphasized that individuals with levels and Turkish language success. In the qualitative
high self-confidence achieve greater success in learning dimension, semi-structured interviews were conducted to
Turkish, highlighting the importance of a supportive gather students' opinions, allowing for a comprehensive
interpretation of the data. This approach enables an in-depth

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examination of the relationship between self-confidence 73 were male, and 89 were female
and success in learning Turkish, using both statistical data The majority were native Kurdish speakers, with limited or
and participant perspectives. no prior experience in learning Turkish.
3.2. Participants Before participation, all students were informed about the
The study was conducted at the English Department of study’s objectives and methodology. They were assured
Cihan University in Iraq. The participants consisted of that their data would be used solely for scientific purposes.
third- and fourth-year students who were taking Turkish as Ethical approvals were obtained, and participation was
an elective course. A total of 162 students participated in voluntary.
the study on a voluntary basis. Among the participants:
Table 1. Demographic Characteristics of Participants
Participant Characteristics Data
Total Number of Participants 162 Students
Gender Distribution - Male: 73
- Female: 89
Class Level - 3rd- and 4th-year students
Age Range - 18–20: 70 students
- 21–24 and above: 92 students
Native Language - Kurdish (159 students)
- Arabic (1 student)
- Syriac (2 students)

3.3. Data Collection Instruments "What factors increase or decrease your self-
3.3.1. Self-Confidence Scale confidence while learning Turkish?"

To assess students' self-confidence levels in learning A total of 15 randomly selected volunteer students
Turkish, a 20-item, 5-point Likert-type scale was used, participated in individual interviews, each lasting 15-20
designed to measure self-efficacy and self-confidence in minutes.
foreign language learning. The validity and reliability of the The interviews were recorded and later transcribed
scale were tested, and a Cronbach's Alpha coefficient of for analysis.
approximately 0.70 was found, indicating an acceptable 3.4. Data Collection Process
level of reliability.
3.4.1. Quantitative Data Collection
3.3.2. Turkish Language Proficiency Test
The Self-Confidence Scale and Turkish Language
A Turkish language proficiency test was administered to Proficiency Test were administered in a classroom setting
measure students' A1-A2 level language skills. during the 4th-5th week of the semester.
The test consisted of multiple-choice and short-answer Participants were informed about the scope of the study
questions covering reading, writing, and basic grammar and data collection procedures, emphasizing confidentiality
elements. and voluntary participation.
It was developed based on the Common European 3.4.2. Qualitative Data Collection
Framework of Reference for Languages (CEFR) A1-level
After the quantitative data collection phase, semi-
criteria and revised with expert feedback.
structured interviews were conducted to collect qualitative
3.3.3. Semi-Structured Interview Form (Qualitative data.
Instrument)
The interviews were conducted in a quiet setting,
A semi-structured interview form was designed to recorded, and later transcribed into written form for
gather detailed insights into students' self-confidence and analysis.
their experiences in learning Turkish.
The form included questions such as:

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3.5. Data Analysis understanding of how self-confidence and language

Data were analyzed using both quantitative and learning success were interrelated or differed based on
qualitative methods in line with the study’s mixed- participant responses.
methods approach. 3.6. Ethical Considerations
3.5.1. Quantitative Data Analysis Prior to the study, necessary approvals were obtained
Descriptive statistics (mean, standard deviation, from the relevant university departments and faculty
minimum, and maximum values) were calculated to management.
determine the relationship between students' self- Participants were informed in detail about the purpose
confidence levels and their Turkish language proficiency. of the study, the data collection tools, and confidentiality
The Cronbach’s Alpha value was calculated to assess principles.
the internal consistency of the self-confidence scale. The voluntary participation principle was strictly
Some items in the self-confidence scale were followed.
negatively worded. These items were recoded before Participants were reminded that they could withdraw
analysis to ensure consistency. from the study at any time.
Responses were reverse-scored where necessary so that Data were kept anonymous and used solely for
higher scores consistently represented higher self- scientific purposes.
confidence levels.
3.5.2. Qualitative Data Analysis IV. FİNDİNGS
The qualitative data collected through semi-structured This section presents the quantitative and qualitative
interviews were analyzed using the content analysis findings obtained in the study. First, the quantitative results
method. derived from the self-confidence scale used to evaluate
Interview recordings were transcribed, and thematic students' self-confidence levels in the process of learning
analysis was conducted to identify factors affecting Turkish are discussed. Then, the qualitative interview
students’ self-confidence. results that support these findings are presented.
3.5.3. Thematic Coding Process 4.1. Quantitative Findings
The raw data were carefully read line by line to The quantitative analysis determined the self-
generate meaningful codes. confidence levels of students in the process of learning
These codes were categorized under broader themes Turkish. The scale used in the study included both
and subthemes (e.g., “fear of making mistakes,” “teacher positively and negatively worded items. The negatively
attitudes,” “peer support”). worded items were designed to measure students' negative
self-confidence perceptions and were adjusted accordingly
The identified thematic findings were integrated with
in the analysis.
quantitative results, allowing for a comprehensive
Table 2 Frequency Distribution and Basic Statistics of the Self-Confidence Scale (N = 162)
Item No Statement 1 2 3 4 5 M SD

1 I feel comfortable when speaking Turkish. 20 40 50 35 17 2.5 1.2

2 (R) I hesitate to actively participate in Turkish classes. 5 15 30 45 67 3.9 1.1
3 I think my Turkish pronunciation is clear. 25 35 40 40 22 2.7 1.3
4 I do not have difficulty understanding spoken Turkish in listening 20 35 45 40 22 2.8 1.3
activities.
5 (R) I am afraid of making mistakes while learning Turkish. 5 15 30 40 67 3.9 1.1
6 Learning new Turkish words gives me pleasure. 5 10 20 50 67 4.2 1.0
7 I believe I can improve my Turkish writing skills. 5 10 20 50 67 4.1 1.0
8 (R) I feel unsuccessful in the process of learning Turkish. 10 15 20 30 67 4.0 1.1
9 I enjoy participating in Turkish speaking exercises in class. 5 10 20 50 67 4.2 1.0

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10 My self-confidence increases when I study Turkish. 5 10 20 50 67 4.2 1.0

11 I am willing to communicate in Turkish-speaking environments. 25 35 20 15 10 2.6 1.2

12 I believe I can achieve my Turkish learning goals. 5 10 20 50 67 4.2 1.0

13 I do not have difficulty completing Turkish assignments or 5 10 20 50 67 4.2 1.0
projects.
14 (R) I worry about being misunderstood when speaking Turkish. 10 15 25 35 67 4.0 1.1
15 (R) Criticism from instructors or peers lowers my confidence. 25 30 25 15 5 2.2 1.2
16 (R) I avoid active participation in Turkish class. 10 15 20 30 67 4.0 1.1
17 I believe I can overcome the difficulties I encounter in learning 5 10 20 50 67 4.2 1.0
Turkish.
18 I think that making mistakes helps me improve my Turkish. 5 10 20 50 67 4.2 1.0
19 (R) I avoid participating actively in Turkish class. 10 15 20 30 67 4.0 1.1
20 I feel more confident in learning Turkish day by day. 5 10 20 50 67 4.2 1.0

The findings indicate that most students have As seen in Figure 2, students experience difficulties in
moderate to high levels of self-confidence. However, the areas such as fear of making mistakes (Item 5), sensitivity
analysis of negatively coded items reveals that fear of to criticism (Item 15), and active participation in the
making mistakes, sensitivity to criticism, and hesitation in classroom (Items 2, 16, 19). This highlights the importance
active class participation are significant challenges. of teaching approaches that encourage the acceptance of
making mistakes as a natural part of the language learning
process.
Graph 1 Distribution of Students Self-Confidence Levels

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The analysis results indicate that students' self- active participation highlight these as significant factors
confidence levels generally range from moderate to high. negatively affecting self-confidence in the language
However, low averages in fear of making mistakes and learning process.
Graph 2 Self-Confidence Items Students Struggled with the Most

1.
General Confidence Level 3. Fear of Making Mistakes and Participation
The majority of students reported feeling increasingly A significant portion of students reported being afraid
confident in their Turkish learning process (M = 4.2, SD = of making mistakes while learning Turkish (M = 3.9, SD =
1.0). Additionally, they demonstrated a strong belief in their 1.1). This suggests that fear of making mistakes is one of
ability to achieve their Turkish learning goals (M = 4.2, SD the biggest challenges in the language learning process.
= 1.0). These findings suggest that students are motivated Additionally, students appeared hesitant to actively
in their language learning journey and hold a high level of participate in Turkish classes (M = 3.9, SD = 1.1). This
confidence in their progress. finding highlights that students tend to be reserved in
2. Confidence in Language Skills classroom interactions and require supportive strategies to
Students exhibited a high level of confidence in encourage participation.
developing their Turkish writing skills (M = 4.1, SD = 1.0). 4. Teacher and Peer Influence
Similarly, a significant proportion of students expressed The majority of students stated that teacher and peer
enjoyment in learning new Turkish vocabulary (M = 4.2, support plays a crucial role in boosting their confidence.
SD = 1.0). These results indicate a positive attitude toward However, a lower percentage of students believed that
writing skills and vocabulary acquisition. criticism from instructors or peers negatively impacted their
However, students’ confidence in the clarity of their confidence (M = 2.2, SD = 1.2). This finding suggests that
Turkish pronunciation was lower (M = 2.7, SD = 1.3). when feedback is provided in a constructive and
Likewise, their willingness to communicate in Turkish- encouraging manner, it does not harm students' confidence
speaking environments was limited (M = 2.6, SD = 1.2). but rather contributes to their development.
These findings suggest that students experience a lack of The analysis of negatively coded items indicates that
confidence in their speaking abilities and require more students fear making mistakes and experience reluctance in
practice opportunities both inside and outside the classroom interactions. This underscores the importance of
classroom.

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supportive learning environments that encourage viewing Quantitative analyses demonstrated that students'
mistakes as a natural part of the learning process. confidence levels generally ranged from moderate to high.
Quantitative data reveal that students experience However, qualitative interviews were conducted to gain a
confidence deficiencies in areas such as fear of making deeper understanding of how this confidence develops,
mistakes (Item 5, M = 3.9) and hesitation in active what factors influence it, and under what circumstances it
classroom participation (Items 2, 16, 19, M = 3.9–4.0). declines. The findings from these interviews are presented
These findings align with qualitative statements such as "I below.
hesitate to speak Turkish for fear of making mistakes" (Ö1) 4.2. Qualitative Findings
and "I struggle to share my ideas in group activities" (Ö7). The analysis of qualitative data was conducted to gain
Notably, the low averages in negatively coded items a deeper understanding of students' confidence levels and
indicate that students encounter emotional barriers during their experiences in learning Turkish. The content analysis
the language learning process. of semi-structured interviews identified five main themes:
5. Factors Enhancing Confidence 1. Motivations for Learning Turkish
High motivation and belief in success (Items 12, 17, 2. Perception of Self-Confidence
20, M = 4.2), along with teacher and peer support (Item 15,
3. Challenges and Their Effects
negatively coded, M = 2.2), emerged as key elements in the
quantitative data. These findings were reinforced by 4. In-Class and Out-of-Class Experiences
qualitative responses such as "My teacher’s encouragement 5. The Role of Teachers and Peers
makes me feel comfortable" (Ö3) and "Practicing with
Table 3 summarizes the findings, showing that
friends boosts my confidence" (Ö11).
students’ motivations are shaped by individual, academic,
and social factors.
Table 3 Students’ Motivations for Learning Turkish
Comment Theme Subtheme Comment
Code
S3 Career Goals Advantage in Job "I thought knowing Turkish would give me an advantage in
Applications job applications, so I decided to learn it."
S7 Personal Improving Language "I started learning Turkish because learning a new language
Development Skills contributes to my personal development."
S12 Economic Factors Education and "The affordable price of Turkish courses also influenced my
Learning Costs decision to learn the language."
S5 Family Influence Family Expectations "The requests from my family and the fact that Turkish was
offered as an elective at the university influenced my
decision to learn it."
S10 Social Factors Participation in "Knowing Turkish will help me participate more
Social Activities comfortably in social events."
S1 Academic University "I learned Turkish because I was required to take a Turkish
Requirements Curriculum language course at university."
S14 Future Plans Migration Plans "I started learning Turkish because I plan to move to Turkey
in the future."
S9 Social Factors Peer Influence "The fact that my friends were also learning Turkish
increased my motivation."
S4 Career Goals Desire to Work in "I needed to learn Turkish because I want to work in the
Specific Sectors tourism sector."
S15 Ease of Language Availability of "There are many resources and courses available for
Learning Resources learning Turkish, which made my decision easier."

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In conclusion, qualitative data support the quantitative Providing constructive feedback and creating a supportive
findings, confirming that fear of making mistakes is one of classroom environment can help overcome this issue.
the biggest barriers in the language learning process.
Table 4 Students’ Perception of Self-Confidence While Learning Turkish
Comment Theme Subtheme Comment
Code
S2 Positive Confidence In-Class Interactions "I feel more confident when questions are asked in
Growth class or during speaking activities."
S5 Positive Confidence Success Experiences "My confidence increased when I got a good grade in
Growth my Turkish exam."
S1 Negative Confidence Fear of Making Mistakes "I hesitate because I am afraid of making grammar
Perception mistakes, which restricts me while speaking."
S7 Negative Confidence Shyness in Group Work "I struggle to share my ideas during group work."
Perception
S3 Supportive Factors Teacher Support "My teacher’s constant encouragement makes me feel
more comfortable speaking Turkish."
S9 Supportive Factors Peer Support "The support of my classmates boosts my confidence
when practicing Turkish."
S4 Personal Factors Motivation and Interest "My interest and motivation for Turkish increase my
confidence when speaking."
S6 Personal Factors Previous Language "Since I had learned English before, I feel more
Learning Experience confident while learning Turkish."
S8 Challenges in Pronunciation "I struggle to find the correct pronunciation of
Language Learning Difficulties Turkish words, which makes me hesitant while
speaking."
S10 Challenges in Complexity of Grammar "The complex grammar rules of Turkish make it
Language Learning difficult for me to express myself."

An analysis of students' confidence perceptions in This finding highlights the significance of fear of
learning Turkish reveals a strong relationship between making mistakes as a major challenge in language learning.
confidence growth and fear of making mistakes. While in- However, teacher support and encouraging classroom
class interactions and success experiences help boost environments have been shown to be effective in reducing
confidence, elements such as fear of making mistakes and this fear.
shyness during group work are the main obstacles to
confidence.
Table 5 Challenges in Learning Turkish and Their Effects
Comment Theme Subtheme Comment
Code
S13 Fear of Making Fear of Making "I am afraid of making mistakes when speaking
Mistakes Mistakes While Turkish, so I usually prefer to stay silent."
Speaking
S7 Language Anxiety General Language "I constantly feel anxious when learning a new
Anxiety language, which prevents my progress."
S4 Grammar Difficulties Complex Grammar "The complex grammar rules of Turkish make it
Rules difficult for me to form sentences."

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S3 Pronunciation Issues Difficulty in Correct "I struggle to find the correct pronunciation of
Pronunciation Turkish words, which makes me hesitant while
speaking."
S5 Limited Vocabulary Insufficient Vocabulary "My vocabulary is not broad enough, so I have
Knowledge difficulty expressing myself."
S6 Listening Understanding Fast "Turkish conversations sound too fast to me, making
Comprehension Speech comprehension difficult."
Difficulties
S12 Reading Understanding Complex "I struggle to understand some words and structures
Comprehension Texts in Turkish texts that I read."
Difficulties
S8 Writing Skills Issues Difficulty in Written "I find it difficult to construct correct sentence
Expression structures in Turkish, which weakens my writing
skills."
S10 Challenges in Group Difficulty Expressing "I struggle to express my ideas in Turkish during
Work Thoughts in a Group group work, so I hesitate to contribute."
S1 Lack of Learning Insufficient Resources "I have difficulty finding sufficient and diverse
Materials materials for learning Turkish, which slows down
my learning process."

Table 6 highlights the impact of students' in-class and rules negatively affect their confidence. Additionally,
out-of-class experiences on their self-confidence. difficulties in pronunciation, listening, and writing skills
Specifically, in-class speaking exercises, group work, and make communication more challenging. Students also
teacher feedback stand out as key factors in supporting experience hesitation in group work and classroom
students’ confidence. interactions, while insufficient learning materials slow
This table highlights the main challenges students face down the learning process. In conclusion, providing more
in learning Turkish. Fear of making mistakes, language supportive resources, teaching methods that reduce the fear
anxiety, lack of vocabulary, and the complexity of grammar of making mistakes, and opportunities for active language
practice can improve students' learning experience.
Table 6 Students' Experiences in Using Turkish and Their Impact on Self-Confidence
Comment Theme Sub-Theme Comment
Code
S13 In-Class Speaking Exercises "Speaking exercises in class were relaxing for me and
Experiences improved my Turkish speaking skills."
S2 In-Class Group Work "Group work in Turkish class helped me practice speaking
Experiences and boosted my confidence."
S15 In-Class Teacher Feedback "When my teacher gives positive feedback, my confidence
Experiences increases."
S11 Out-of-Class Practicing with "Practicing Turkish with my friends has boosted my
Experiences Friends confidence."
S5 Out-of-Class Daily Use "Speaking Turkish while grocery shopping made me feel
Experiences Experiences better about my skills."
S6 Out-of-Class Social Media Usage "Following Turkish content on social media improves my
Experiences language skills and increases my confidence."
S3 In-Class Giving Presentations "I was very nervous at first while giving presentations in
Experiences Turkish, but after a few attempts, my confidence grew."

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S8 Out-of-Class Language Exchange "Participating in a language exchange program with a

Experiences Programs Turkish speaker greatly improved my confidence."
S10 In-Class Listening Activities "Doing listening activities in class improved my
Experiences comprehension skills and boosted my confidence."
S4 Out-of-Class Work or Internship "Having to speak Turkish at my internship allowed me to
Experiences Experience practice and increased my confidence."

Students' in-class experiences (speaking exercises, Table 7 highlights the role of teacher and peer support
group work, teacher feedback) and out-of-class experiences in students’ confidence levels. Students expressed that
(practicing with friends, daily use, social media, receiving positive feedback from their teachers and
internships) have been effective in increasing their practicing Turkish with their friends significantly
confidence. Real-life practice and a supportive learning contributed to their self-confidence.
environment are key factors in strengthening confidence
during the language learning process.
Table 7 The Impact of Teachers and Peers on Students' Confidence
Comment Theme Sub-theme Comment
Code
S12 Teacher Support Gentle Feedback "My teacher's gentle feedback reduced my fear of
making mistakes."
S7 Teacher Support Encouraging Attitude "I feel more confident when my teacher encourages me
to speak Turkish."
S3 Teacher Support Personalized Support "When my teacher explains the topics I struggle with
individually, I feel more comfortable."
S9 Peer Support Practicing the Language "I feel more comfortable speaking Turkish with the
support of my friends."
S15 Peer Support Assistance in Group "I feel more at ease speaking when my friends help me
Work during group activities."
S1 Teacher Support Tolerance for Mistakes "When my teacher says that making mistakes is normal,
I feel more encouraged to speak Turkish."
S10 Peer Support Positive Social "Having my friends support me when speaking Turkish
Environment boosts my confidence."
S6 Teacher Support Creating a Safe "I feel more confident speaking because our teacher
Classroom Environment makes us feel that making mistakes is not a problem."
S14 Peer Support Daily Conversations "Having daily conversations with my friends helps me
feel better about my Turkish."
S4 Teacher and Peer Overall Supportive "Both my teacher and friends encouraging me to
Influence Environment practice Turkish increase my confidence."

When evaluating the role of teacher support and peer General Evaluation and Conclusion Guidance
influence on students' confidence levels, students expressed The findings comprehensively reveal the factors
that positive feedback from teachers and peer support influencing students' self-confidence. Strengthening teacher
significantly contributed to their confidence. However, support, reducing the fear of making mistakes, and
some students perceived their teachers' criticism as a factor increasing opportunities for both in-class and out-of-class
that negatively affected their confidence. This finding language practice are recommended strategies for
highlights the importance of teachers using an encouraging enhancing students' confidence.
tone when providing feedback.

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In conclusion, students' motivation, changes in constructive feedback from teachers help reduce students’
confidence levels, challenges encountered, classroom and fear of making mistakes and enable them to use the
extracurricular experiences, as well as teacher and peer language more confidently. Similarly, peer support and
support, emerge as key factors in the process of learning opportunities to practice Turkish in social settings
Turkish as a foreign language. positively influence self-confidence.
5. Discussion However, some students perceived teacher feedback
This study examined in detail the self-confidence negatively, particularly when criticism was too harsh or
levels of A1-level students learning Turkish as a foreign insufficiently constructive. According to Bandura’s (2006)
language and the impact of self-confidence on the language self-efficacy theory, individuals’ beliefs about their learning
learning process. The findings reveal a strong relationship abilities are directly influenced by teacher feedback. This
between self-confidence, language learning motivation, suggests that teachers should adopt more supportive and
willingness to communicate, and academic achievement. motivational strategies in their feedback processes.
Consistent with previous studies in the literature (Juliani & 5.3. The Relationship Between Language Anxiety and
Dafit, 2024; Tunçel, 2015; Ghafar, 2023), our research Self-Confidence
confirms that students with high self-confidence tend to be The inverse relationship between self-confidence and
more successful in language learning, while the fear of language anxiety is clearly evident in this study’s findings.
making mistakes negatively affects self-confidence. Research by Ellis (1994) and Horwitz, Horwitz, and Cope
5.1. The Impact of Self-Confidence on the Turkish (1986) indicates that high levels of language anxiety lower
Learning Process students’ self-confidence and hinder their learning
The study results indicate that self-confidence is a processes. Our study also found that a lack of self-
crucial factor in students' Turkish learning processes. confidence is one of the primary contributors to language
Although students generally have moderate to high levels of anxiety. Particularly, students' fear of making mistakes
self-confidence, they express concerns related to the fear of while speaking makes them hesitant to express themselves.
making mistakes, sensitivity to criticism, and reluctance to In this context, as emphasized by MacIntyre and
actively participate in class. In particular, students exhibit Gardner (1994), it is essential to consider students'
lower self-confidence in speaking skills (M = 2.6, SD = emotional states and provide supportive learning
1.2), highlighting the need to increase opportunities for environments to enhance their self-confidence. Krashen’s
speaking practice. This finding aligns with Pangestu and (1982) hypothesis also suggests that students with a low
Martriwati’s (2024) research, which emphasizes the role of affective filter learn languages more easily, whereas those
self-confidence in speaking proficiency. with a high affective filter face greater difficulties in
Students reported that their fear of making mistakes language learning. Therefore, teachers should implement
reduces their active participation in class. Studies on strategies to reduce language anxiety in the classroom,
language anxiety by Horwitz and Young (1991) show that which can significantly contribute to increasing students’
fear of making mistakes is one of the main factors that self-confidence.
diminish self-confidence in the language learning process. 5.4. Strategies to Improve Self-Confidence for Turkish
Similarly, our study found that students hesitate due to their Language Learners
fear of making mistakes, which negatively affects their Based on the research findings, several strategies can
learning experiences. This finding is also consistent with be proposed to enhance the self-confidence of students
Krashen’s (1982) Affective Filter Hypothesis. Students learning Turkish as a foreign language:
with low self-confidence struggle more in the language
1. Increase opportunities for speaking practice. To
learning process, whereas those with higher self-confidence
overcome self-confidence issues in speaking,
use the language more comfortably and effectively.
classroom discussions, group activities, and role-
5.2. The Role of Teacher and Peer Support playing exercises should be implemented.
One of the significant findings of this study is the 2. Adopt teaching approaches that reduce the fear of
critical role of teachers and peers in shaping students' self- making mistakes. Creating a classroom
confidence. Most students reported that positive feedback environment that fosters tolerance toward mistakes
from their teachers and support from their peers increased and emphasizes that making mistakes is a natural
their confidence. This result supports the study by Juliani part of learning is essential.
and Dafit (2024), which highlights the role of teachers in
3. Provide positive feedback and constructive
fostering self-confidence. Encouraging attitudes and
criticism. Teachers should ensure that their

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feedback encourages students rather than of making mistakes and concerns about being
discouraging them. Negative feedback should be misunderstood, which led them to avoid active
minimized to prevent damage to students’ self- participation. Additionally, teacher and peer support played
confidence. a significant role in enhancing students' confidence.
4. Offer opportunities for real-life language use. Qualitative analyses suggest that self-confidence is
Encouraging students to use Turkish in social influenced by various individual and environmental factors.
settings, participate in language exchange Encouraging attitudes from teachers, constructive feedback,
programs, and engage in real-life communication and supportive classroom environments are crucial in
scenarios will help boost their self-confidence. boosting students' self-confidence. Furthermore, as students
5. Provide individualized support mechanisms. Since find opportunities to use Turkish in social and academic
language learning is a personal process, settings, their confidence grows. However, sensitivity to
instructional approaches should be tailored to meet criticism, hesitation in speaking within a group, and limited
the unique needs of different learners. vocabulary knowledge emerge as key factors weakening
students’ confidence.
This study highlights the critical role of self-confidence
in language learning and contributes to developing In conclusion, increasing self-confidence in the
pedagogical approaches that support confidence-building language learning process enables students to participate
among A1-level learners of Turkish as a foreign language. more actively in learning activities and use the language
Future research could further investigate self-confidence more boldly. Based on these findings, the following
across different age groups, cultural contexts, and learning recommendations are proposed to improve the confidence
environments to provide more comprehensive insights. of students learning Turkish as a foreign language:

Additionally, although this study examined self- Develop instructional strategies to reduce the fear
confidence through both quantitative and qualitative data, of making mistakes. It should be emphasized that mistakes
there is a need for long-term observational studies. are a natural part of language learning, and students should
Longitudinal research tracking students’ self-confidence be encouraged to view errors as a learning opportunity.
over time could yield deeper insights. Moreover, future Create a supportive and encouraging learning
studies could explore the impact of technology-supported environment. Constructive feedback and positive
teaching methods—such as digital language learning reinforcement from teachers will contribute to increasing
platforms and AI-based language teaching tools—on students’ confidence.
students’ self-confidence development. Increase opportunities for speaking practice. Group
In conclusion, self-confidence is a key factor work, paired dialogues, and class discussions can help
influencing students' success in learning Turkish. students develop confidence in using the language.
Therefore, teachers and educators must develop intentional Provide opportunities for students to use Turkish
and effective strategies to help students build their self- outside the classroom. Social activities, language
confidence throughout the language learning process. exchange programs, and real-life communication
opportunities can support self-confidence development.
V. RESULTS Adopt pedagogical approaches that reduce
This study examined the self-confidence levels of A1- language anxiety and enhance motivation. Task-based
level students learning Turkish as a foreign language and and communication-oriented teaching methods that allow
revealed the impact of self-confidence on the language students to experience success should be prioritized.
learning process. The findings indicate that self-confidence This study provides valuable insights into the
is directly related to language learning motivation, development of self-confidence among students learning
academic achievement, and willingness to communicate. Turkish as a foreign language and aims to contribute to the
While students generally exhibited moderate to high levels development of effective strategies for teaching Turkish.
of self-confidence, they also expressed concerns regarding Future research should examine the effects of self-
the fear of making mistakes, sensitivity to criticism, and confidence across different age groups and learning
participation in class activities. environments to produce broader findings. Considering the
The quantitative data from the study show that critical role of self-confidence in the language learning
students generally have high confidence in their language process, promoting student-centered and supportive
skills but require more support in speaking and teaching approaches is of great importance.
pronunciation. Students reported hesitancy due to the fear

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1. First Level Subtitle about the Research Question (2. Based on the findings, several strategies were proposed
Level Title) to enhance students’ self-confidence in learning Turkish:
Turkish Learning Self-Confidence Levels of A1-Level 1. Increasing Speaking Practice Opportunities –
Students More classroom discussions, role-playing
The study found that the self-confidence levels of activities, and real-life speaking situations should
students learning Turkish at the A1 level ranged from be integrated into lessons.
moderate to high. However, factors such as fear of making 2. Reducing Fear of Making Mistakes – Encouraging
mistakes, sensitivity to criticism, and hesitation in students to view mistakes as a natural part of
classroom participation negatively influenced their learning and fostering a positive and mistake-
confidence. The quantitative findings indicated that most tolerant classroom environment.
students had a positive attitude toward Turkish learning, 3. Providing Constructive Teacher Feedback –
but speaking and pronunciation were the most challenging Instructors should offer positive reinforcement and
areas in terms of self-confidence. The qualitative data avoid overly critical feedback that could harm
supported these findings, revealing that teacher and peer students’ confidence.
support played a significant role in boosting confidence.
4. Encouraging Peer Support and Collaborative
2. Second Level Subtitle about the Research Question (3. Learning – Group activities and peer interaction
Level Title) should be encouraged to create a comfortable and
Factors Affecting the Self-Confidence of Students motivating learning atmosphere.
Learning Turkish 5. Expanding Learning Beyond the Classroom –
Several psychological, social, and pedagogical factors Real-life exposure to Turkish through social
were identified as affecting the self-confidence of students interactions, digital platforms, and language
learning Turkish. Psychological factors included fear of exchange programs can significantly enhance
making mistakes and foreign language anxiety, which confidence.
created hesitation in classroom participation. Social factors
involved peer support, teacher encouragement, and
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