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The problem of this study is to find out how the academic success scores of the graded foreign language courses such as Foreign Language I, II, III, IV, V, and VI have a relationship among them and to what extent these courses are actually prerequisite to each other. The model of the study is a correlational survey model. The research group consists of 194 students that took the graded Foreign Language courses at the faculty of tourism in a public university in Turkey. As a result of the research, it is found out that Foreign Language I and II courses and Foreign Language III, IV, V, VI courses are graded among themselves. At the same time, students' academic success scores of Foreign Language I and II courses are found to be significantly higher than those of other courses. Therefore, when a holistic evaluation is made in line with the limitations of the research, it can be said that Foreign Language I, II, III, IV, V, VI courses are not graded among themselves. It is recommended that these courses, which are graded in terms of names, subjects, and books used, can be arranged to be graded in real terms in accordance with Bloom’s Mastery Learning Model. In this context, it should be ensured that this graduality is taken into consideration during the selection of graded foreign language courses by students. It is recommended to make necessary regulations that prevent students who fail any level of graded foreign language courses from taking the upper-level course(s).

The relationship among academic success scores of graded foreign language courses