Abstract
This study explores the relationship between Iranian EFL juniors’ self-efficacy beliefs and their employed vocabulary learning strategies. The participants were 50 juniors studying English Translation at University of Sistan & Baluchestan. The self-efficacy and vocabulary learning strategies questionnaires were administered to identify the students’ self-efficacy beliefs and their vocabulary learning strategies. The obtained results revealed that students had rather high level of self-efficacy and that self-efficacy was significantly positively related to their use of the four subcategories of vocabulary learning strategies in general and the use of memory strategies in particular. Highly self-efficacious students reported significantly more use of vocabulary strategies than those with low self-efficacy. The results point out the importance of nurturing learners’ self-efficacy beliefs and its impact on successful learning experiences and achievement.
Highlights
The construct of learners’ self beliefs is a topic that has gained much attention in education in recent years
“Of all beliefs, self-efficacy is the most influential one which plays a powerful role in determining the choices people make, the effort they will persevere in the face of challenge, and the degree of anxiety or confidence they will bring to the task at hand” (Bandura, 1986, p. 397)
A significantly positive relationship was found between self-efficacy and the use of vocabulary learning strategies
Summary
The construct of learners’ self beliefs is a topic that has gained much attention in education in recent years. “Of all beliefs, self-efficacy is the most influential one which plays a powerful role in determining the choices people make, the effort they will persevere in the face of challenge, and the degree of anxiety or confidence they will bring to the task at hand” Self-efficacy is defined by Bandura (1986) as “people’s judgment of their capabilities to organize and execute courses of action required to attain designated types of performance. It is concerned not with the skills one has but with the judgments of what one can do with whatever skills one possesses”. It is concerned not with the skills one has but with the judgments of what one can do with whatever skills one possesses”. (p. 391). Delcourt and Kinzie (1993) noted that “perceived self-efficacy reflects an individual’s confidence in his or her ability to perform the behavior required to produce specific outcomes”. (p. 36)
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