Purpose: Students in Turkey have difficulty reaching fluency in English. Affective factors in teaching English are as important as cognitive factors. Perceived self-efficacy, an affective factor, is known to influence learning a second language. This study explores the effects of a university preparatory school's English curriculum on its students' selfefficacy beliefs to understand if the design, application and evaluation of the curriculum could be better suited to English language learners. Research Method: 426 students participated in the research, conducted with the cross-sectional survey design. An adapted psychometric scale was used to
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