Abstract
The aim of this research to discover whether there was a connection between the degree of the students’ self-efficacy in learning English as a foreign language (EFL), and the participants’ attendance of private English lessons, independent use of English outside the classroom, age at which they started learning English, grade achieved at the end of the previous term and self-evaluation of English knowledge. Data was gathered by a survey and analyzed by means of a descriptive and inferential analysis. It was established that overall average self-efficacy is relatively high. Furthermore, independent use of English outside the classroom, students’ grade and self-evaluation proved to be the most powerful self-efficacy determinants, leading self-efficacy to be both higher and lower in certain situations. The results imply that the these relationships are complex and it is necessary to offer possible explanations of the results in order to better understand students’ needs in EFL learning.
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