The Role of Learning Climate on Self-Efficacy Beliefs and Self- Perceived Communication Competences of EFL Learners in Higher Education

Abstract

This study explored the role of learning climate on self-efficacy beliefs and self-perceived communication competences of EFL learners in higher education. The learning climate perceptions, self-efficacy beliefs, and self-perceived communication competence levels of EFL students were found to be moderate. There was not a significant difference among students' learning climate, self-efficacy, and self-perceived communication points in terms of their sex. There was a difference between 1st Grade and 2nd Grade students for learning climate, and there was not a significant difference among students' self-efficacy and self-perceived communication points in terms of their grade. A significant relationship among students' learning climate and self-efficacy and self-perceived communication competence in a positive way was found. While learning climate was found to be a lower predictor of self-efficacy and self-perceived communication competence, self-efficacy, and self-perceived communication competence were found to be stronger predictors of each other.