Exploring the relationship between language learning strategies and self-efficacy of chilean university efl students

Language learning strategies (LLSs) and self-efficacy (SE) beliefs have been two important research foci in the field of English as a second (ESL) or foreign language (EFL). The present study explored the relationship between these two constructs as perceived by sixty-two EFL learners at a public Chilean university. Data were obtained by means of a strategy questionnaire (SILL), a self-efficacy questionnaire (QESE), and an interview. Quantitative results revealed a significant positive relationship between participants' strategy use and their self-efficacy, and that these respondents displayed moderate levels of overall LLS use and SE. Qualitative findings mirrored quantitative results, as they suggested that high-strategy users also experienced a heightened sense of SE. Interviews showed that EFL students' motivation can help them increase their use of LLSs and their SE. Implications for research and pedagogy in EFL contexts are addressed.