The relationship among the Use of Metacognitive strategy, Learner Autonomy and Self-efficacy among Intermediate EFL Learners

This study investigated the relationship among the use of metacognitive strategy, learner autonomy and self-efficacy among intermediate EFL learners. To fulfill the purpose of the study, a group of 70 male and female undergraduate participants with the age range of 18 to 28 studying at Shahid Chamran University, Ahwaz were asked to take part in answering three questionnaires including: Metacognitive Strategy Questionnaire by Item Type (MSQIT) by Purpura (1999), Autonomy Questionnaire by Zhang and Li (2004) and Self-efficacy Questionnaire by Sherer et al. (1982). The results show a statistically significant relationship between learners’ autonomy and self-efficacy as learner autonomy was the significant predictor of self-efficacy. The present study would help the learners to be autonomous in learning a foreign language. It would help foreign language teachers to develop their learners autonomy and self-efficacy more effectively in the process of learning. Syllabus designers and material developers also should be aware that incorporation of autonomy and self-efficacy in course books and others materials could result in educated intellectual students with analysis abilities to overcome their learning difficulties. Thus, it could be concluded that self-efficacy and autonomy are of high importance in student achievements.