The Relationship between Language Learning Strategy Use and Self-Efficacy of Iranian EFL Learners

The focus of education has changed from teacher- oriented to learner-centred instruction in previous years. Majority of studies in the field of EFL/ESL learning involves issues relevant to learners and their individual differences. Therefore, the present study focused on some of these individual variables; namely self-efficacy and language learning strategies. This study aimed at exploring the relationship between EFL learner s self-efficacy and their language learning strategy use. Also, the role of gender in language learning strategy use and the difference between the self-efficacy of male and female participants are investigated. In this respect, a group of 20 first year MA students from Azad university of Hamadan consented to participate in the present study. Quantitative data were collected through two questionnaires. The results of statistical analyses indicated that there was a meaningful relationship between language learning strategy use and self-efficacy of Iranian EFL learners. In addition, Gender had no role in language learning strategy use and there was no difference between the self-efficacy of male and female participants of the study.