Abstract:

The purpose of this study is to investigate the relationship between students’ English readingwriting, speaking-listening skills, self-efficacy beliefs and perceived autonomy support and to investigate whether there is a meaningful difference between their self-efficacy beliefs based on the levels of perceived autonomy support. The survey research design was used in this study. The study group consisted of 414 freshmen students (198 female and 216 male) who study at the School of Languages at Gaziantep University at the term of 2012-2013 academic year. English Self-Efficacy Beliefs Questionnaire and Learning Climate Questionnaire were used to gather the data. Because the collected data was not normally distributed, Spearman Brown Rank-Order Correlation Test and Kruskal-Wallis H Test were employed to analyze it. As a result of analysis, it was found that there was a significant and positive relationship between students’ English listening-speaking (r= 0.26, p<0.01) and reading-writing (r=0.31, p<0.01) self-efficacy beliefs and perceived autonomy support, and there was a meaningful difference between students’ self efficacy beliefs based on the levels of perceived autonomy support. It was concluded that the autonomy support that the teachers would provide could be an important variable in developing students’ English self efficacy beliefs

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