Does EFL Students’ Self-Efficacy in English Language Skills Matter their Self-Regulated Language Learning Strategy Use?

Learners’ self-efficacy (SE) is one of the vital driving forces for academic learning in general and  English language learning in specific. Furthermore, learners’ SE can influence their self-regulated language learning (SRLL) strategy use both positively and negatively. This study, which adapted the post-positivist perspective for the research design, aims at finding out EFL students’ SE in English language skills, SRLL strategy use, and their relationship between the two mentioned variables. A cohort of ۲۴۰ EFL students from a Vietnam-based high school partook in responding to the closed-ended questionnaire. The software SPSS was employed to process the gleaned data from questionnaires in terms of descriptive statistics and Pearson correlation. The findings were that high school EFL students’ SE in English language skills positively influenced their SRLL strategy use. They had a high level of SE in English language skills, resulting in the high frequency of SRLL strategy use. Pedagogical implications in relation to students’ SE in English language skills and SRLL strategy use are suggested in an attempt to leverage the quality of English language teaching and learning in the research context and other similar EFL ones.

Keywords:

EFL , language skill , post-positivism , self-efficacy , self-regulation , EFL , language skill , post-positivism , self-efficacy , self-regulation