Foreign language-medium instruction at tertiary level is receiving great attention in our decade. Thus, this study examines the significance of the following psychological factors for Turkish students enrolled in tertiary education: (i) sense of achievement, (ii) motivation, and (iii) anxiety. In particular, it focuses on the perceptions of Turkish students receiving tertiary education by an English-medium instruction (EMI) or a French-medium instruction (FMI). The study also focuses on the impact of context on students’ perceptions. To collect data, students enrolled in an EMI (N = 144) and FMI (N = 214) were administered a five-point Likert scale survey. Seventeen students were also interviewed for this study, and they represented one Turkish public university and two private universities. The study revealed that the students in both contexts had a higher sense of achievement, motivation, and low level of anxiety whilst receiving foreign language as the medium of instruction. Regarding the contextual difference, however, although the EMI and FMI students both perceived themselves successful, the former was found to be more motivated, whereas the latter was found to be more anxious. This paper discusses the implications of these findings as well as giving suggestions for further research.

中文翻译：

---

检验土耳其大学生的成就感，动机和焦虑感：英语和法语中等教育体系的比较

在我们的十年中，高等学校的外语-中等语言教学受到了极大的关注。因此，本研究探讨了以下心理因素对入读土耳其高等教育的土耳其学生的重要性：（i）成就感，（ii）动机和（iii）焦虑。特别是，它着重于通过英语中等教学（EMI）或法国中等教学（FMI）对土耳其学生接受高等教育的看法。该研究还着重于情境对学生认知的影响。为了收集数据，对参加EMI（N = 144）和FMI（N = 214）的学生进行了五点李克特量表调查。本研究也接受了17名学生的采访，他们代表一所土耳其公立大学和两所私立大学。该研究表明，在接受外语教学的同时，这两种情况下的学生都有较高的成就感，动力和较低的焦虑感。关于上下文差异，尽管EMI和FMI的学生都认为自己很成功，但发现前者的积极性更高，而后者则更着急。本文讨论了这些发现的含义，并提出了进一步研究的建议。