Exploring the Relationship between EFL Learners Self-Efficacy Belief and their language Proficiency: The case of Reading comprehension in Focus

This study intended to explore the role of EFL learner s self-efficacy regarding reading comprehension in their reading test performance associated with learning English among universities. Based on a purposive sampling method, a total of 60 freshmen undergraduate learners of English consented to participate in this study. A self-efficacy questionnaire was utilized to collect to information regarding participants’ beliefs in their own reading capabilities and to explore the effects of high and low self-efficacy on reading proficiency. Accordingly, students’ knowledge of reading proficiency was examined based on their performance to the reading comprehension test adopted from a paper-based Longman TOEFL. A paired sample t-test and Pearson correlation was conducted to answer the research questions. The result of Pearson correlation revealed that there was a direct and significant relationship between the learners self-efficacy beliefs about learning and their language proficiency. The result of Paired sample t-test suggested that students with high self –efficacy are more proficient in their language learning as compared with the students with low self-efficacy. EFL teachers and students as well materials developers’ can take the advantage of the findings. Theoretical and pedagogical implications for foreign language learning and teaching are also discussed.

Keywords:

Foreign language learning , self-efficacy , reading proficiency , learners beliefs