ANALYSIS OF THE SOURCES OF DIFFICULTIES EXPERIENCED BY UNIVERSITY STUDENTS IN LEARNING A FOREIGN LANGUAGE

Abstract

Background and Objectives: In this study, the difficulties that 114 university students (Male n = 47, Female n = 67) enrolled in various departments experienced in learning a foreign language were examined using a four-factor scale. Materials and Methods: The data were collected through an online survey conducted via the Google Forms platform during the spring semester of the 2024–2025 academic year. All analyses were conducted using Python (scipy, pandas, numpy) and Microsoft Excel. Scale reliability was assessed using Cronbach’s alpha. Normality was tested using the Shapiro-Wilk test. Comparisons of gender were conducted using an independent-samples t-test, while comparisons of department and income level were conducted using one-way ANOVA. Effect sizes were reported as Cohen’s d for the t-test and as η² for ANOVA. The level of statistical significance was set at α = .05. Results: Descriptive findings showed that participants experienced the greatest difficulty in the social and environmental subscale (Mean = 2.24, SD = 0.66); followed, respectively, by individual learning difficulties (Mean = 2.19, SD = 0.62), exam and material related difficulties (Mean = 1.98, SD = 0.70), and teacher-related difficulties (Mean = 1.88, SD = 0.65). Independent-samples t-test results showed no statistically significant difference with respect to the gender variable (all p > .05). One-way ANOVA analysis revealed a statistically significant difference in total difficulty scores in terms of the department variable (F(5, 108) = 2.754, p = .022, η² = .113); students in departments offering intensive foreign language instruction reported lower difficulty scores. Differences in income level did not yield significant results (all p > .80). Conclusion: Although the Pearson correlations between subscales were positive and statistically significant (ranging from r = .45 to .76), the social and environmental subscales showed relatively lower correlations with the other dimensions. The findings underscore the importance of holistic and student-centred pedagogical approaches to foreign language instruction.