Abstract
<p style="text-align:justify">This study aimed to explore the relationship between Turkish English as a Foreign Language (EFL) learners’ self-efficacy level and their use of compensatory strategies (CSs). The study further searched into the most and the least frequently used CSs by Turkish EFL learners. The participants of the study were fifty university students enrolled in the department of English Language Teaching at a private university in Istanbul, Turkey. Results indicated that the level of self-efficacy among Turkish learners of EFL was high. The top two most frequently used CSs by the learners were concluded to be the use of non-verbal signals (i.e., mime, gesture, facial expression) and circumlocution (i.e., describing an object or idea with a definition). In addition, the two least frequently used strategies were word coinage (i.e., creating a non-existent second language word based on a supposed rule) and avoidance (i.e., avoiding a topic, concept, grammatical construction, or phonological element that poses difficulty). The findings also revealed that the participants’ strategy use was not related to their degree of self-confidence.</p>
Highlights
Language learning is affected by a variety of factors such as motivation, anxiety, and learner beliefs and characteristics
This study aimed to explore the relationship between Turkish English as a Foreign Language (EFL) learners’ self-efficacy level and their opinion regarding their use of compensatory strategies (CSs)
Academic self-efficacy has been found to be a strong predictor of academic achievement (Klomegah, 2007; Valcke & Cai, 2009) which supports Bandura’s (1997) statement regarding the influence of self-efficacy on academic performance
Summary
Language learning is affected by a variety of factors such as motivation, anxiety, and learner beliefs and characteristics. Self-efficacy, as a learner characteristic, refers to learner's “judgments of their capabilities to organize and execute courses of action required to attain designated types of performances” Perception of self-efficacy positively affects people’s goals, efforts devoted and willingness to persevere in the case of failure (Bandura, 1986). Direct and indirect effects of students’ self-efficacy on their achievements have been taken into close scrutiny by various researchers at different times (Bouffard-Bouchard, 1990; Carmichael & Taylor, 2005; Schunk, 2003). Whang and Hancock (1994), Eaton and Dembo (1997) and Margolis and Mccabe (2006) have correspondingly investigated the relationship between academic self-efficacy and performance in relation to cultures, and according to the findings, self-efficacy was reported to have an effect on the achievement of the learners
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