The Relationship between Iranian Upper advanced EFL Learners’ Reading Self Efficacy Beliefs and their Reading Comprehension Performance

Self-efficacy as one of the most important affective factors influences emotional sides of learners. It plays a key role in language learning and motivates students effectively. Current relational study investigated the possible relationship between reading self-efficacy beliefs and reading ability of Iranian upper advanced EFL learners. The main participants were 80 upper advanced EFL learners who were selected based on their performance on OPT test. To reach the purposes of the study, a reading ability test and a reading self-efficacy questionnaire were administered to eighty upper advanced EFL learners. By using descriptive and inferential statistics, the data collected from the reading test and self- efficacy questionnaire were analyzed. In order to answer the only question of the study, Pearson Coefficient-Moment Product was conducted to inspect the possible relationship between reading self-efficacy and reading ability scores. The results showed a large positive correlation between the two variables with high English reading self- efficacy beliefs associated with higher performance in reading ability test. The findings of this research may be beneficial to Iranian and non-Iranian EFL learners and teachers and material developers.

Keywords:

EFL learners , language learning , self-efficacy , reading self-efficacy beliefs , reading ability