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Abstract The present study investigates the effect of sociobiographical, emotional, attitudinal characteristics and teacher perceptions of 275 Kazakh secondary school pupils and 317 university students on their exam performance in Turkish as a foreign language (FL). Multiple regression analyses reveal that exam results in Turkish of secondary school pupils are predicted by teacher gender, participant’s age, attitude towards the FL and FL Classroom Anxiety. A very different picture emerges for university students, where FL level, participant’s gender, FL Enjoyment, FL Classroom Anxiety and teacher’s age explain more than twice as much variance. FL exam scores for both groups are thus underpinned by different sets of complex interactions between multiple learner-internal and learner-external variables and the effect of emotions is much stronger among university learners.
Jean‐Marc Dewaele (Fri,) studied this question.