Scaling the Factors Affecting Learning and Teaching English at University Preparatory Class

This study aims to scale the significance rankings of the factors affecting learning English according to students who have been placed at an English-medium instruction university in Turkiye for the 2024-2025 academic year and the factors affecting teaching English for the instructors employed at different preparatory schools at different universities. Quantitative research method has been deployed in this study. The factors have been determined after a literature review, consultations, and pilot studies. 11 factors have been ranked by using a questionnaire form. Data have been collected from 546 students and from 134 instructors and analysed through a statistical software. The students ranked “effort, interest, health, previous experience, learning strategies, school system, task difficulty, teacher support, classroom atmosphere, family support, and luck” in their order of significance.The rank of significance by all instructors is student participation, teaching language learning strategies, classroom management, asking guiding questions, giving oral and/or written feedback, class size, sharing expectations from students with students, instructor experience, integrating fun and/or game, collaboration with colleagues and following current approaches related to ELT. The findings have been evaluated under the scope of Causal Attribution Theory by Weiner, and conclusions have been drawn.