EFL Learners' Self-efficacy, Metacognitive Awareness, and Use of Language Learning Strategies: How Are They Associated?

Abstract

This study aimed at exploring the relationship among EFL learners' self-efficacy, metacognitive awareness, and language learning strategy use. To this aim, 150 EFL learners majoring in English Translation and English Literature at Karaj and Sari Islamic Azad Universities were randomly selected and were asked to fill in the three questionnaires on General Self-Efficacy Scale (GSES) by Schwarzer, & Jerusalem (1996), Metacognitive Awareness Inventory (MAI) by Schraw & Dennison (1994) and Strategy Inventory for Language Learning (SILL) by Oxford (1990). After discarding incomplete answer sheets, 143 acceptable cases were used in statistical analyses. Preliminary analyses were performed to ensure no violation of the assumptions of normality, linearity and homoscedasticity. The relationship among GSES, MAI, and SILL was investigated using Pearson's product-moment correlation coefficient. Statistical analysis indicated that significant relationships exist between EFL learners' self-efficacy and metacognitive awareness, self-efficacy and use of language learning strategies, and metacognitive awareness and use of language learning strategies. Moreover, regression analysis revealed that significant difference exists between EFL learners' self-efficacy and metacognitive awareness in predicting use of language learning strategies in a way that metacognitive awareness entered the model as the best predictor of language learning strategies. 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.