The Relationship between Self-Efficacy and Self-Regulated Learning Strategies of EFL College Students

Abstract

The research examines the facets of student-centred practices that students believe to be most advantageous. We focus specifically on the self-efficacy and self-regulated learning (SRL) techniques of English as a foreign language (EFL) college students since these strategies support students' progress in learning the language. In Mongolian English classes, teacher-centred instruction—in which teachers instruct pupils in a foreign language—remains the most common method. It is discouraged for students to focus on their learning strategies and content understanding. The purpose of this study is to investigate the relationship between self-efficacy and SRL strategies of Mongolian EFL college students. A correlation analysis between variables was used to investigate the inter-relationship between self-efficacy and SRL strategies in L2 speaking of EFL students. The findings indicate that students who are driven to learn English are more likely to manage their time and exertion in the process of self-learning, based on the major findings of this study. Because the results clearly show that English instruction at Mongolia's higher education level has improved, the findings are especially noteworthy.