Self-efficacy as a Function of Language Learning Strategy Use

The present study investigated the predictive power of language learning strategy types on various types of self-efficacy (general and academic self-efficacy and self-regulatory efficacy). To this end, 147 male and females B.A level students majoring in English translation and English language teaching were selected. A general proficiency test (MTELP) was administered to homogenize the participants. Other instruments were the Strategy Inventory for Language Learning (SILL), a 12-item General Self-efficacy scale, an 8-item Academic Self-efficacy scale, and an 11-item Self-regulatory Efficacy scale. Three separate stepwise multiple regression procedures were used to analyze the obtained data. The results indicated a positive relationship between affective and memory strategies and general self-efficacy, and a significant but negative relationship between cognitive strategies and general self-efficacy. Moreover, meta-cognitive, compensation, and memory strategies were predictors of academic self-efficacy. The findings also showed that affective and memory strategies had predictive power on self-regulatory efficacy.

کلیدواژه ها:

general self-efficacy (GSE) ، academic self-efficacy (ASE) ، self-regulatory efficacy (SRE) ، language learning strategies (LLS)