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Samet Taşçı

Alanya Alaaddin Keykubat University, Antalya, Türkiye

 

Abstract

Grounded in positive psychology, this study investigates the relationship between foreign language enjoyment (FLE) and self-efficacy among undergraduate students in an English Language Teaching (ELT) program in Türkiye. Although both constructs have been widely examined in second language acquisition research, their interplay within teacher education contexts remains underexplored. The study aimed to (i) examine the association between FLE and self-efficacy, (ii) compare these constructs across academic year levels, (iii) test the predictive role of enjoyment in shaping self-efficacy, and (iv) examine whether academic year moderates the relationship between FLE and selfefficacy. Participants were 143 ELT undergraduates (75 second-year, 68 fourth-year) who completed the Foreign Language Self-Efficacy Scale and the Short Form of the Foreign Language Enjoyment Scale. Data were analyzed using descriptive statistics, correlations, independent-samples t-tests, and regression analyses. Results indicated that students reported moderately high levels of both enjoyment and self-efficacy, with fourth-year students scoring higher than their second-year peers. Correlation analysis revealed a significant positive relationship between the two constructs, suggesting that students who experienced greater enjoyment also reported stronger efficacy beliefs. Regression results further showed that enjoyment significantly predicted self-efficacy, with teacher-related enjoyment emerging as the strongest subdimension predictor. The predictive effect of FLE on self-efficacy was more pronounced among fourth-year students, highlighting developmental progression across academic stages. These findings highlight the importance of fostering enjoyment in ELT programs as a means of strengthening learners’ confidence and supporting their academic and professional growth.

 

Keywords

Foreign language enjoyment, self-efficacy, positive psychology, ELT undergraduates, teacher education