Self-efficacy as a Function of Language Learning Strategy Use

Abstract

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 analyse 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.