Academic Language Task Frequency and Self-Efficacy in EMI Higher Education: Patterns, Predictive Relationships, and Cross-Domain Influences

This study investigated the relationships between academic language task frequency and self-efficacy beliefs among Turkish undergraduate students in English-medium instruction (EMI) programs. Using a comprehensive questionnaire, data were collected from 483 students across multiple disciplines to examine patterns of language task engagement and self-efficacy across reading, listening, speaking, and writing domains. The study explored both within-domain and cross-domain relationships between task frequency and self-efficacy beliefs. Results revealed a clear hierarchy in language demands, with reading emerging as the most frequently required skill, followed by listening, speaking, and writing. Significant gaps were found between task frequency and self-efficacy across all domains, with students' confidence levels consistently lower than task demands. Multiple regression analyses demonstrated varying predictive relationships between task frequency and self-efficacy, with reading frequency showing the strongest cross-domain influence. The findings highlight the complex nature of language development in EMI contexts and suggest that mere exposure to academic tasks may be insufficient for developing robust confidence in academic language use. These results have important implications for EMI program design, emphasizing the need for integrated language support and targeted interventions that address both skill-specific and cross-domain aspects of academic language development.