Abstract:

The study aims to reveal effective variables in English as a foreign language learning achievement by focusing on the relationships among communication styles, self-efficacy, and sympathetic tendency. By doing so, learners are identified better and stakeholders are enabled to make more fruitful lesson plans. Furthermore, applying more suitable techniques is possible to facilitate or promote English learning by developing and widening the English Language Teaching area. There aren't any relationships between four styles of communication and academic achievement in English. Moreover, there is no significant relationship between academic achievement in English and self-efficacy levels (r = -.01, p > .05). No significant relationship between academic achievement in English and the sympathetic tendencies of participants hasn’t been found (r = .06, p > .05). On the other hand, there is a positive, weak, and significant relationship between assertive behavior levels and self-efficacy levels (r = .09, p < .05). There is a statistically significant, negative, and weak relationship between passive behavior levels and self-efficacy levels (r = -.08, p < .05). No significant relationship can be found between concealed aggressive behavior levels and self-efficacy levels (r = .01, p > .05). There is a positive, weak, and significant relationship between openly aggressive behavior levels and self-efficacy levels (r = .10, p < .05). There is no significant relationships between communication style levels and sympathetic tendency levels (r = .01, p > .05). There is no significant relationship between self-efficacy levels and sympathetic tendency levels of the participants (r = -.08, p > .05).

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