Exploring prospective EFL teachers' perceived self-efficacy and beliefs on english language learning

Abstract

Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The participants are 210 Turkish EFL undergraduate students whose major is English. The subjects were questioned about their beliefs and self-efficacy as English language learners. The data gathered were analysed quantitatively. The findings demonstrated that EFL students have medium scores in their English self-efficacy and hold the strong belief that motivation factors have a great role on their learning process. Moreover, student's beliefs about language learning are affected by their English selfefficacy. It is recommended that teachers and teacher trainers enhance students' self-efficacy and help students hold correct beliefs about foreign language learning to motivate them. It is expected that the findings of the study will shed light on the relationship between EFL learners' beliefs and self-efficacy and provide guidelines for teachers to help their students become aware of and to evaluate their own beliefs in language learning and English self-efficacy during the teaching of a foreign language.