Self-efficacy and English Language Achievement of EFL Students

Academic success or failure can be better predicted by self-efficacy than actual abilities and such beliefs are powerful determinants of one's level of achievement (Bandura, ۱۹۹۷) specifically foreign language achievement (Hsieh & Schallert, ۲۰۰۸). Thus the aim of this study was to examine the effect of self-efficacy on the English language achievement. To achieve the objective of the study ۲۴۰ intermediate Iranian EFL learners participated in this research. An adapted version of Gardner's (۲۰۰۱) model was used. The Self-efficacy Questionnaire (SEQ), based on Bachman’s (۱۹۹۰) framework of language organizational competence, was utilized to assess the students’ self-efficacy. The data were analyzed through the SEM (Structural Equation Modeling) research method. The findings of the study showed that students' self-efficacy had a significant positive effect on their English achievement. Students' self-efficacy was regarded as a significant direct predictor defining achievement in English. Therefore, to enhance the English language achievement of Iranian EFL students, their self-efficacy must be given considerable attention; Encouraging and maintaining students' high judgments about their abilities can increase their English achievement.