The Relationship between Self-efficacy Beliefs and Autonomy among Iranian Intermediate and Upper Intermediate EFL Learners

Azar Mojoudi, Omind Tabatabaei


This study aimed to investigate the relationship between self-efficacy beliefs and autonomy among Iranian intermediate and upper intermediate EFL learners. To this end, after conducting Oxford Placement Test (OPT), 84 Iranian EFL learners at both intermediate and upper intermediate levels of English language proficiency were selected. Then, a 28-item autonomy questionnaire and a 34-item self-efficacy questionnaire were administrated. In order to understand the relationship between self-efficacy and autonomy among intermediate EFL learners which is the first aim of this study, a quantitative method of data analysis procedure was conducted which falls under the category of correlational research. To do so, Pearson Correlation Coefficient was used. To figure out the same relationship between the mentioned values among upper intermediate EFL learners, the same procedure was followed. The results of the second research question indicated that there is a somehow strong correlation between the mentioned values among upper intermediate EFL learners. In addition, it was found that the mean score of the two variables is rather stronger among upper intermediate learners than the intermediate ones. At last, the findings of this study indicated that there is not a significant difference between the obtained correlation coefficients of intermediate and upper intermediate learners. By being aware of the importance of self-efficacy and autonomy in the area of language learning, and also the positive association between these values, language experts, teachers, and many learners will be guided toward the right direction in their track of teaching and learning.



Autonomy, self-efficacy beliefs, autonomous learners, motivation

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