The Effect of Metacognitive Strategies Instruction on EFL Learners’ Sense of Self Efficacy

Individual differences among EFL learners have been widely accepted playing important roles on successful English learners. Metacognitive strategies are needed for planning, monitoring, and evaluating learning. Started from this understanding, it can be widely believed that both learners‘ self-efficacy and metacognitive strategy are undoubtedly powerful variables on enhancing the learners‘ English proficiency. It also investigated the possible effects of participants‘ self-efficacy and metacognitive awareness on their language test performance. 34 Iranian EFL learners studying English as a foreign language in Ayandegan Nongovernmental University participated in this study. They were at intermediate level and included both male and female learners. All participants were asked to complete a metacognitive awareness inventory and a self-efficacy scale. The achievement of learners was investigated through their performance on final exam. The findings showed that a) learners‘ metacognitive awareness and self-efficacy significantly affected their language performance; b) there was a significant correlation between learners‘ metacognitive awareness and their self-efficacy. The findings of the present study demonstrated the role of metacognitive awareness and self-efficacy in EFL learners‘ learning process and their language performance. It can be concluded that, the obtained results may help EFL teachers and educators to bear in mind the benefits of developing their learners self-efficacy and metacognitive awareness when dealing with promoting language learning strategies in learners.

Keywords:

individual differences , language learning strategies , metacognitive awareness , self-efficacy