Mojtabaee Hosseini, Seyyedeh Mehrnaz
University of Guilan, University Campus 2, Iran (firstname.lastname@example.org)
University of Guilan, Iran (email@example.com)
Danaye Tous, Maryam
University of Guilan, Iran (Maryam.firstname.lastname@example.org)
The present study investigated the relationship between self-efficacy and social-affective strategy use of EFL learners across years of study. To this end, 170 male and female undergraduate students were selected through convenience sampling. The instruments included Self-Efficacy for Learning Form (SELF-A) and the social-affective section of the Strategy Inventory for Language Learning (SILL). Chi-square test and Spearman rank-order correlation were run to examine the relationship between the variables. The result indicated that there was no relationship between self-efficacy and year of study. Moreover, no relationship was found between the participants’ social-affective strategy use and year of study. However, there was a significant positive relationship between self-efficacy and social-affective strategy across third and fourth years of study.
Keywords: self-efficacy; social-affective strategies; year of study; EFL