INVESTIGATING THE ATTITUDE OF ESL LEARNERS TOWARDS SELF-EFFICACY WITH ENGLISH LANGUAGE LEARNING ACHIEVEMENTS

Abstract

This research study examines the relationship between self-efficacy beliefs and English language learning achievement among a diverse sample of language learners. Self-efficacy, a psychological construct, refers to individuals' perceptions of their own abilities to accomplish specific tasks. In the context of language learning, self-efficacy plays a pivotal role in shaping learners' attitudes, motivation, and learning outcomes. The study employs a quantitative survey to assess learners' self-efficacy levels and English language proficiency and qualitative interviews to gain deeper insights into the factors influencing self-efficacy beliefs. Data were collected from a cohort of language learners from various educational institutions and language proficiency levels. The findings reveal a significant this research revealed negative correlation between self-efficacy and English language learning achievement as compared to other this type of studies in other areas and different circumstances. Learners with higher self-efficacy beliefs tend to exhibit more effective language learning strategies, increased motivation, and a greater willingness to persist in challenging language tasks. Conversely, learners with lower self-efficacy often demonstrate decreased confidence, heightened language learning anxiety, and lower language proficiency levels.