Yüce, Erkan2023-10-182023-10-1820231697-7467https:/dx.doi.org10.30827/portalin.vi39.24106https://hdl.handle.net/20.500.12451/11170This study aims to explore the role of learning climate on self-efficacy beliefs and self-perceived communication competences of English as a Foreign Language (EFL) learners in higher education. The study used a cross-sectional survey design. The data were collected with a questionnaire and two scales involving Likert-type items from 137 higher education students. Several statistical techniques were employed to analyze the quantitative data. Results showed that EFL students' learning climate perceptions, self-efficacy beliefs, and self-perceived communication competence levels were moderate. There was no significant difference among students' learning climate, self-efficacy, and self-perceived communication points in terms of their sex. There was a difference between 1st year and 2nd year students for learning climate, and there was no significant difference among students' self-efficacy and self-perceived communication points in terms of their year. A positive significant relationship among students' learning climate and self-efficacy and self-perceived communication competence was found. Self-efficacy and self-perceived communication competence were found to be stronger predictors of each other.eninfo:eu-repo/semantics/openAccessLearning ClimateSelf-efficacySelf-perceived Communication CompetenceEFLHigher EducationArticle39231247Q1WOS:000964966100014Q2