The relationship between EFL learners’ self-efficacy and their social-affective strategy use across years of study

Author/s:

Mojtabaee Hosseini, Seyyedeh Mehrnaz
University of Guilan, University Campus 2, Iran (mehrnazhosseini70@yahoo.com)

Tahriri, Abdorreza*
University of Guilan, Iran (atahriri@gmail.com)

Danaye Tous, Maryam
University of Guilan, Iran (Maryam.dana@gmail.com)

Abstract:

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

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DOI: https://doi.org/10.5861/ijrsp.2016.1585

*Corresponding Author