The Relationship between Iranian EFL Learners’ Self-efficacy Beliefs and Use of Vocabulary Learning Strategies

Farrokhlagha Heidari, Mehri Izadi, Mansooreh Vahed Ahmadian

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.


Full Text: PDF DOI: 10.5539/elt.v5n2p174

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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