Research Information System
ADVANCED EDUCATION, no.27, pp.22-44, 2025 (ESCI, Scopus)
Learning English as a foreign language is a complex and challenging endeavour for many students worldwide, requiring the acquisition of multiple language skills. Moreover, success in language learning is determined by several factors, including the learners' learning motivations and perceptions of their competence. The purpose of this research is to examine the relationship between language learning motivation and perceived English language skills competence among tertiary students learning English. For this purpose, the English Language Learning Motivation and English Language Skills Usage Scales were administered to 229 students enrolled in the English preparatory class at a state university in Türkiye. The sample was selected via quota sampling. The research findings indicate that while gender and prior failure experience do not significantly affect language learning motivation and language skills, language proficiency levels and the medium of instruction do lead to notable differences in motivation and perceived competence in language skills. While the language levels of students are not directly related to motivation and perceived competence, it has been shown that both types of motivation, with intrinsic motivation being more effective, are significant predictors of self-efficacy perceptions regarding the use of English language skills. In conclusion, universities should implement programs that foster intrinsic motivation and highlight the importance of the English language. The study's findings are expected to provide guidance for English language instructors and administrators in English preparatory programs in similar settings to enhance language learners' efficacy beliefs and learning motivations.