AN ANALYSIS OF ATTITUDES TOWARDS TURKISH AMONG STUDENTS LEARNING TURKISH AS A FOREIGN LANGUAGE

ABSTRACT

The aim of this study is to determine the attitude levels towards Turkish of Kyrgyz students who learn Turkish as a foreign language at the Kyrgyz-Turkish Manas University School of Foreign Languages. The “Attitude Scale Towards Turkish as a Foreign Language” developed by Şengül (2016) was used to collect data for the study in which quantitative research methods were used. The research sample consists of students studying at the Kyrgyz-Turkish Manas University School of Foreign Languages in Bishkek. Independent samples t-test and one-way analysis of variance were used to analyze the data. According to the results of the study, students' attitude levels towards learning Turkish were found to be high, and significant differences were observed in terms of demographic characteristics, such as gender and place of upbringing. Among the students who learned Turkish as a foreign language, it was found that females had higher attitudes than males, and students who grew up in rural areas had higher attitudes than those who grew up in urban areas. However, no significant difference was observed in their attitude levels based on their family's monthly income or the type of school they graduated from.

АННОТАЦИЯ

Целью данного исследования является выявление уровня отношения к турецкому языку кыргызских студентов, изучающих турецкий язык как иностранный в Высшей школе иностранных языков Кыргызско-Турецкого университета «Манас». Для сбора данных исследования, в котором использовались количественные методы исследования, была использована «Шкала отношения к турецкому языку как иностранному», разработанная Şengül (2016). В качестве выборки исследования составляют студенты, обучающиеся в Высшей школе иностранных языков Кыргызско-Турецкого университета «Манас» в Бишкеке. Для анализа данных использовались независимый выборочный t-тест и односторонний дисперсионный анализ. По результатам исследования было определено, что отношение студентов к изучению турецкого языка находится на высоком уровне, а среди демографических характеристик имеются значительные различия по группам пола и места взросления. Среди студентов, изучающих турецкий язык как иностранный, было выявлено, что у женщин отношение к изучению турецкого языка выше, чем у мужчин, а у студентов, выросших в деревне, отношение к изучению турецкого языка выше, чем у тех, кто вырос в городе. Однако не было обнаружено значительных различий в уровнях отношения в зависимости от дохода семьи студентов и типа школы, которую они окончили.

Keywords: attitude, attitude towards Turkish as a foreign language, teaching Turkish to foreigners, demographic characteristics, language attitude.

Ключевые слова: отношение, отношение к турецкому языку как к иностранному, преподавание турецкого языка иностранцам, демографические показатели, oтношение к языку.

Introduction

The learning of foreign languages has become increasingly common in today’s world. People may learn foreign languages for various purposes, such as personal development, meeting and communicating with others, learning about new cultures, accessing different educational and career opportunities, and living in foreign countries. The number of individuals learning Turkish as a foreign language is also growing steadily, driven by personal, social, political, and economic reasons. Various institutions and organizations operate to meet the needs of those wishing to learn Turkish as a foreign language both within Turkey and abroad. Examples include the Ministry of National Education, Yunus Emre Institute, Presidency for Turks Abroad and Related Communities, Türkiye Maarif Foundation, Türkiye Diyanet Foundation, TÖMER (Turkish Teaching Centers), and foreign language departments of universities. Kyrgyz-Turkish Manas University School of Foreign Languages is also among the institutions teaching Turkish as a foreign language abroad. These institutions conduct activities to ensure that education is provided in accordance with standards based on the Common European Framework of Reference for Languages (CEFR) [1, p. 174]. The CEFR outlines six language proficiency levels: A1, A2, B1, B2, C1, and C2. Each level includes specific acquisitions in reading, writing, speaking, and listening skills.

There are many factors that directly or indirectly influence an individual's foreign language learning and one of the most significant of these is attitudes. In the Dictionary of Psychology, attitude is defined as “A relatively stable general evaluation of an object, person, group, topic, or concept, which can be rated on a scale from negative to positive. …” [2]. According to Allport attitude is “A mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual’s response to all objects and situations with which it is related” [3]. Experiences play a critical role in the formation of attitudes, which represent a state of readiness that affects and guides an individual’s reactions. Smith (1968) defines attitude as “A mental representation that summarizes an individual’s evaluation of a particular person, group, thing, action or idea” [4, p. 129-130]. A psychological object can be anything, and the attitude exhibited towards this object varies from person to person. According to Plotnik, attitude is a belief or opinion that predisposes an individual to act in a certain way [5, p. 136]. According to Smith and Plotnik’s definitions, attitude is a predisposition or process that affects an individual’s feelings, thoughts, and behaviors towards a psychological object, event, or entity, and it can be either positive or negative. For instance, if a student learning Turkish as a foreign language actively participates in lessons and achieves high success, this may indicate a positive attitude devoted to the Turkish language.

Attitudes are defined as affective value judgments, shaped by an individual’s own experiences and influenced by parents and peers, that are not innate but learned. These attitudes can positively or negatively impact components such as belief in achievement, motivation, and self-confidence [6, p. 20]. According to Breer and Locke, attitude “is likely influenced by a range of personal variables, including family socialization, peer group influence, specific events in an individual's past, sources of anxiety, basic efforts, defense mechanisms, education, income, occupational conditions, race, mass media, class affiliation, place of residence, religion, intelligence, age, gender, interests, and abilities”[7, p. 82]. As can be seen in the statements above, numerous factors play a role in shaping individuals’ attitudes.

Attitudes have three components: cognitive, affective, and behavioral. According to Smith, “The cognitive component involves the perception of a concept or situation. The affective component relates to emotions and feelings, which are shaped around the cognitive component. These shaped feelings are evaluated as positive or negative and transformed into behavioral components” [8, p. 205]. When feelings shaped around a perceived situation or concept are evaluated and transformed into behavioral components, an attitude is formed. “Attitude is a complex predisposition that prepares an individual for behavior. … Attitudes themselves cannot be directly observed, but they are inferred from observable behaviors they are assumed to influence” [4, p. 132]. For instance, if an individual believes that knowing Turkish is beneficial for finding a job or likes the language, this positive attitude may drive them to learn Turkish and enroll in a course. A person with a positive attitude towards learning Turkish is more likely to attend a course, study diligently, succeed, and maintain high motivation. A person with a negative attitude might make little or no effort to learn the language.

Gardner and Lambert stated, “The attitudes students hold about a language shape their beliefs and influence their behaviors” [9, p. 283]. These attitudes can be positive or negative. The attitude of an individual learning a foreign language towards the language and the learning process affects both the learning journey and the outcomes achieved [10, p. 875]. To enhance the quality of education, it is essential to understand students’ attitudes and adjust the teaching process accordingly [8, p. 206]. Since attitudes vary based on age, gender, environment, culture, and education, these factors should be considered in foreign language instruction. Planning and delivering lessons in line with students' individual characteristics can help address negative attitudes, improve academic performance, and enhance motivation.

In summary, attitudes consist of cognitive, affective, and behavioral components. They are not innate but are learned over time. Since attitudes are learned, they are relatively permanent. However, because they are learned, it is also possible for them not to be learned [7, p. 82]. The formation of attitudes is influenced by the individual's immediate environment, such as parents, friends, and mass media. Attitudes can change over time. The strength of an attitude plays a role in how difficult it is to change. The measurement of attitudes can be done through direct or indirect methods [4, p. 131-155]. One of the direct measurement techniques is the Likert-type scale, as used in this study. In such scales, individuals indicate the degree of their agreement with the statements presented, which helps determine their attitude towards the related topic.

In foreign language learning, determining students' language attitudes is considered essential for creating a more effective educational process. Teachers’ attitudes towards students, their teaching methods, the techniques and materials they use, and their ability to make lessons enjoyable all influence students' attitudes towards learning. Structuring lessons to address students' characteristics and attitudes is vital, particularly for changing any negative attitudes and enhancing academic achievement. When studies are examined, a significant relationship is observed between attitudes towards foreign languages and academic achievement. For instance, İnal, Gencel, and Saracaloğlu [11] examined the connection between foreign language learning and academic achievement and found a meaningful correlation between students’ attitudes towards learning a foreign language and their academic performance. Below are examples of studies conducted on foreign language attitudes and related topics.

Özerbaş and İsmanova [12] examined university students' attitudes towards digital reading. According to the research findings, students' attitudes towards digital reading were significantly more positive among those who used digital reading devices, based on their preferences for reading tools. There was no significant difference in students' attitudes towards digital reading based on gender, faculty, or class level. However, it was determined that in all three variables, male students had more negative attitudes towards digital reading.

Ekici and Atmaca [13] examined the attitudes of students learning English in preparatory classes in Turkey towards distance education. The findings showed that students had positive attitudes towards distance education. There were significant differences in attitudes based on students' English language proficiency, gender, age, and whether they owned a computer. However, no significant differences were found based on the type of high school graduated from, the duration of internet usage, or previous distance education experiences.

In a study conducted by Akramy, Daqiq, and Orfan [14] the attitudes of 201 Afghan undergraduate students towards communicative language teaching were examined. The results showed that students had positive attitudes towards communicative language teaching methods. There were no significant differences in attitudes between female and male students. Additionally, no significant differences were found between groups based on age, native language, or learning experience.

In a study by Tuncer and Akmençe [15] the relationships between foreign language anxiety, self-efficacy, and attitude were examined. Three scales were applied to 10th, 11th, and 12th-grade students, and the analysis revealed significant relationships between the variables of foreign language anxiety, attitude, and self-efficacy. The study found that foreign language attitude had a more significant impact on foreign language self-efficacy than foreign language anxiety.

Dağdeviren [16] examined the language attitudes of Gagauz youth towards Gagauz and Russian. Data collected from 59 participants aged 13-20 using an attitude scale revealed that the youth had a more positive attitude towards Russian than towards Gagauz. However, there were no significant differences in attitudes based on location or gender.

Liu [17] investigated the effects of two important factors, motivation and attitude, on English learners, aside from intelligence. Liu emphasized that language instructors should take motivation and attitude into account for effective English learning.

Tseng [18] explored the relationship between Taiwanese students' English proficiency levels as a foreign language and their attitudes towards foreign cultures. The study found significant correlations between students' high English proficiency levels and their attitudes towards foreign cultures.

Lennartsson [19] in his study found that both English and Swedish students believed that having a positive attitude towards language learning was crucial for success. They also believed that students with a positive attitude would achieve better results. Moreover, some students viewed language learning as beneficial for gaining different job opportunities and learning about new cultures, while others enjoyed learning languages because it was fun.

When examining studies on attitudes towards teaching Turkish to foreign speakers, it is observed that research generally focuses on students’ attitudes towards the language, their attitudes towards language skills, their learning objectives, the relationship between academic success, motivation, and attitudes, attitudes towards their native language, and scale development studies. Some of these studies are as follows: Göktaş and Mercan [20] measured Kazakh students' attitudes towards Turkish; Suroğlu Sofu and Demirkol [21] investigated the listening comprehension (listening) attitudes of B2-level students learning Turkish as a foreign language. Maden and Kaya [22] examined the attitudes of Tunisian students towards Turkish as a foreign language. İnalöz and Yılmaz [23] explored the relationship between attitudes and motivation among Kyrgyz students. Yaprak and Uslu Üstten [24] conducted a survey on A2-level foreign students learning Turkish in Turkey to measure their attitudes. Erol, Erdem, and Akkaya [25] assessed the impact of educational games on academic success, attitudes, and retention in Turkish language teaching for foreigners. Karatay, Güngör, and Çangal [6] applied a scale to Bosnian students learning Turkish, examining their motivations, attitudes, and learning skills from various variables. Karatay and Kartallıoğlu [8] studied the relationship between academic success in listening, speaking, writing, and reading skills and attitudes towards the language among B1 and B2 level students. Şengül [26] developed a Turkish language attitude scale for foreign learners in her doctoral study.  Melanlıoğlu [27] developed scales for attitudes towards the target language Turkish and attitudes towards reading, listening, writing, and speaking skills.

When examining thesis studies related to attitudes in teaching Turkish to foreign learners, it is observed that research generally focuses on attitudes towards three of the four core language skills: reading, writing, and listening. Some of these studies include: Sailibiya [28] examined the reading attitudes of Uyghur Turkish students. Kaplan [29] explored writing skills and attitudes towards writing. Polat [30] studied attitudes towards listening. Akbulut [31] analyzed attitudes towards writing and writing anxiety.

Language attitude refers to the stance or the feelings people have about their own language or the languages of others [9]. Individuals with a positive attitude towards a language may have higher success rates, while those with a negative attitude may have lower success. The attitude individuals develop towards a language can either facilitate or hinder their learning process. Studies conducted in the fields of foreign language teaching and teaching Turkish as a foreign language show that attitudes play a crucial role in language learning. Attitudes can vary based on factors such as gender, age, culture, education, family, social environment, experiences, and so on. Identifying students' attitudes in the teaching and learning process and planning the educational process according to these attitudes and student characteristics is of great importance. Therefore, this study aims to determine the attitudes of students learning Turkish as a foreign language based on their demographic characteristics. It is believed that the findings will contribute to the field.

Purpose of the study

The aim of this study is to determine the attitudes of preparatory class students learning Turkish as a foreign language towards the Turkish language. To achieve this general objective, the following questions were addressed:

1. What are the attitude levels of students towards Turkish as a foreign language?
2. Do students' attitude levels significantly differ based on:

2.1. Gender,

2.2. Monthly income,

2.3. Place of upbringing,

2.4. Type of school graduated from?

Method

Research Design

This study employed a descriptive survey model to determine the attitudes of foreign students learning Turkish at the Kyrgyz-Turkish Manas University School of Foreign Languages towards the Turkish language. The descriptive method aims to describe and explain the nature of events, objects, entities, institutions, groups, and various fields. The survey model is a research design that seeks to identify a situation as it occurred in the past or as it exists in the present. The subject of the research is defined within its own conditions [32, p. 109].

Population and Sample

The population of the study consists of students learning Turkish at the Kyrgyz-Turkish Manas University School of Foreign Languages during the 2023-2024 academic year. The sample comprises a total of 45 students selected randomly. Of these students, 30 are female and 15 are male. The Attitude Scale for Turkish as a Foreign Language was administered to students who had completed the B2 level and were continuing their studies at the C1 level. The participants were from different academic departments and voluntarily participated in the study.

Data Collection Tools

This research utilized the “Attitude Scale for Turkish as a Foreign Language” developed by Şengül [26] to measure students’ attitude towards Turkish language. Permission to use the scale was obtained from its author. The scale consists of 19 items and a single factor. It is a five-point Likert-type scale rated as “Strongly Agree”, “Agree”, “Neutral”, “Disagree” and “Strongly Disagree”. Items 2, 4, 8, 12, 18, and 19 are negatively worded and thus require reverse scoring. The Cronbach's Alpha reliability coefficient of the scale is 0.84.

Data Analysis

To determine which statistical analyses to conduct the normality of the data obtained from the attitude scale was first examined. For this purpose, the Kolmogorov-Smirnov and Shapiro-Wilk tests were performed. Based on the findings presented in Table 1, it was observed that the attitude scores of the university students followed a normal distribution.

Table 1.

Normality test

*p< .05

Since the scores obtained from the attitude scale met the assumption of normal distribution, descriptive statistics such as arithmetic mean and standard deviation were used in the data analysis. Additionally, independent samples t-tests were conducted for analyses involving the variables of gender and place of upbringing, while one-way ANOVA was applied for analyses involving the variables of monthly income and type of school graduated from.

Findings

1. What are the attitude levels of the students?

To determine the attitude levels of the participating students, the mean scores they obtained from the attitude scale were calculated and presented in Table 2.

Table 2.

University Students’ Attitude Levels

As shown in Table 2, it is observed that the mean score of the students on the attitude scale is    =3,93. Based on this finding, it can be concluded that the students' attitudes are at a high level. High mean scores suggest that students hold highly positive attitudes towards Turkish language.

2. Do students' attitude levels differ significantly according to demographic variables?

2.1. Do students' attitude levels differ significantly based on the gender variable?

To determine whether students' attitude levels differ by gender, an independent samples t-test was conducted, and the findings are presented in Table 3.

Table 3.

Comparison of Students’ Attitude Levels by Gender

* p< ,05

Table 3 indicates that there is a statistically significant difference in students’ attitude levels differ based on gender [t = 2,474, p = 0,017]. Female students have a higher mean score [  = 4,0421], compared to male students [ = 3,7123]. This suggests that female students have significantly higher attitude levels compared to male students.

2.2. Do students' attitude levels differ significantly based on the monthly income variable?

To determine whether students' attitude levels differ by monthly income, a one-way ANOVA was conducted, and the findings are presented in Table 4.

Table 4.

Comparison of Students’ Attitude Levels by Monthly Income

* p< ,05

As shown in Table 4, the one-way ANOVA revealed no statistically significant differences in students’ attitude levels based on their monthly income [F =1,447, p = 0,244]. The mean attitude level for students in the 0-20.000 group was  =4,1627, followed by  =3,9187 for the 21.000-35.000 group. Students in the 36.000-50.000 group had a mean score of  =3,9298, while those earning 51.000 and above had a mean score of  =3,7281. These results indicate that students’ attitudes towards Turkish do not vary significantly across different income levels.

2.3. Do students' attitude levels differ significantly based on the place of upbringing variable?

To determine whether students' attitude levels differ based on their place of upbringing, an independent samples t-test was conducted, and the findings are presented in Table 5.

Table 5.

Comparison of Students' Attitude Levels Based on Their Place of Upbringing

* p< ,05

As shown in Table 5, students’ attitude levels differ significantly based on their place of upbringing [t (42) = 3,278, p = 0,002]. Students who grew up in rural areas had a higher mean attitude score [ =4,0747] compared to those from urban areas [ = 3,6478]. This finding indicates that students who grew up in rural areas have significantly more positive attitudes towards Turkish compared to those who grew up in urban areas.

2.4. Do students' attitude levels differ significantly based on the type of school they graduated from?

To determine whether students' attitude levels differ based on the type of school they graduated from, a one-way ANOVA was conducted, and the findings are presented in Table 6.

Table 6.

Comparison of Students' Attitude Levels Based on the Type of School They Graduated From

* p< ,05

As shown in Table 6, there was no statistically significant difference in students’ attitude levels based on the type of school they graduated from [F(2,41) = 3,090, p = 0,056]. The mean attitude score was highest among students who graduated from regular high schools [= 4,0099], followed by students from gymnasia [ = 3,7947], and the lowest mean score was observed among students from private high schools [ = 3,3158]. These results indicate that there is no differences in students’ attitude levels based on the type of school they graduated from, despite slight variations in mean scores.

Discussion and Conclusion

Social factors can influence the success of foreign or second language learning. According to Ellis [19] these factors include age, gender, social class, and ethnic identity. In line with the objective of this study, the students' attitudes towards learning Turkish as a foreign language were examined based on their demographic characteristics. The “Attitude Scale for Turkish as a Foreign Language” developed by Şengül [26], was used to determine the students' attitudes. Since the students were in the same age group, age was not assessed separately. The participants in the study were Kyrgyz nationals. In addition to this, the students' attitudes towards Turkish as a foreign language were examined based on characteristics such as gender, type of school graduated from, place of upbringing, and their families' monthly income level.

The results of this study, which examined the attitudes of students learning Turkish as a foreign language at the Kyrgyz-Turkish Manas University School of Foreign Languages based on demographic characteristics, can be summarized as follows. The analysis of the responses given by the students, who formed the sample of the study, revealed that their attitude levels towards Turkish are high.

When examining the gender variable in the study, it was found that female students have higher attitude levels towards Turkish compared to male students. In the study [14], [20], [24], [30], [31], and [33]; no significant difference was found in language attitudes based on gender. However, in İnalöz and Yılmaz [23], cognitive, affective, and behavioral attitudes differed according to gender, with female students having more positive cognitive and affective attitudes, while male students had more positive behavioral attitudes. In the study by Vargelen Akcin and Açık [9] and Sailibiya [28], a difference in students' attitudes towards learning Turkish was observed based on gender, with male students showing more favorable attitudes. In the study by İnal, Gencel, and Saracaloğlu [11], it was determined that female students had more positive attitudes towards foreign language learning compared to male students, which is consistent with the findings of this study. A review of the literature reveals various findings regarding the gender variable. According to the results of this study, female students have higher attitudes towards Turkish than male students.

When examining the findings related to the monthly income variable, no significant difference was found in the attitude levels. It can be concluded that the monthly income level of the students' families does not affect their attitudes towards learning Turkish. A review of the literature shows that in a study examining the socioeconomic status and language attitudes of Indonesian students, those from higher social classes had more favorable attitudes towards learning English compared to students from lower social classes. Additionally, the correlation between socioeconomic status and the Indonesian language showed that students from the middle class had more positive language attitudes than those from the upper and lower classes [34]. There are studies that indicate language attitudes are influenced by socioeconomic status. However, in this study, it was determined that the students' family income and socioeconomic status did not create a statistically significant difference in their attitudes towards Turkish.

In examining the findings related to the variable of the place where the student grew up, it was found that students who grew up in rural areas have higher attitude levels towards Turkish compared to those who grew up in urban areas. The majority of the students in the study were found to have grown up in rural areas. In the geographical area where the research was conducted, Russian is widely spoken. It can be assumed that Russian is more commonly spoken in urban areas, while Kyrgyz is spoken more frequently in rural areas. Given this, it can be argued that students from rural areas, due to the common linguistic features between Kyrgyz Turkish and Turkish spoken in Turkey, may have a more favorable attitude towards Turkish. The similarity between the two languages can make it easier for students who are proficient in their native language to learn Turkish. This might have contributed to the higher attitude levels towards Turkish among students who grew up in rural areas. Kazazoğlu [35] also found that students who are proficient in their native language tend to learn foreign languages more effectively. Similarly, in this study, it can be said that students who are proficient in their native language tend to have more positive attitudes towards foreign language learning.

The students' attitudes towards Turkish do not show a significant difference based on the type of school they graduated from. Most of the students graduated from public high schools, with only two students having graduated from private high schools. Another type of school mentioned is the ‘Gimnaziya’ school. However, the type of school the students graduated from does not show a significant difference in their attitudes towards Turkish. Similarly, in the study [13], there is no significant difference according to the type of school graduated from.

Cognitive, affective, and behavioral attitudes which influence individuals, also play a significant role in foreign language learning. According to the results of this study, the students’ gender and the environment in which they grew up affect their attitudes towards Turkish as a foreign language. Female students have more positive attitudes than male students, and students who grew up in rural areas have more positive attitudes than those who grew up in urban areas. However, no significant difference was observed in their attitude levels based on their family's monthly income or the type of school they graduated from. The study found that the students have a high level of positive attitudes towards learning Turkish as a foreign language. Consequently, it can be concluded that the educational process has been favorable for the students.

Considering the findings and results above the following recommendations have been developed: This study was conducted after the students completed the B2 level of Turkish as a foreign language. In future studies, to track changes in students' attitudes throughout their educational process and adapt the learning environment accordingly, the scale could be applied at earlier levels (A2-B1). After analyzing the scale data, appropriate teaching methods can be used to examine whether there are changes in students' attitudes and, if so, in which direction these changes occur. Additionally, multivariate relational and experimental studies could be conducted focusing on students' attitudes in relation to academic success, motivation, anxiety, self-efficacy, and self-regulation skills.

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