The Interplay between Young Learners' Sense of Self-Efficacy in Reading Comprehension and English Language Proficiency

Document Type: Original Article


1 Assistant Professor, Department of English Language Teaching, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran

2 Ph.D. Candidate, Department of English Language Teaching, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran

3 Department of English Language Teaching, South Tehran Branch, Islamic Azad University, Tehran, Iran


This study intended to explore the interplay between young language learners' sense of self-efficacy regarding reading comprehension in their reading test performance associated with learning English among universities. To undertake the study, a purposive sampling method was adopted. A total of 60 freshmen undergraduate learners of English consented to participate in this study.  A self-efficacy questionnaire was employed to collect to young learners' beliefs in their own reading capabilities with a hope to explore the effects of high and low self-efficacy on reading proficiency. Accordingly, students’ reading proficiency was examined based on their performance to the reading comprehension test adopted from a paper-based Longman TOEFL. The findings revealed that there was a direct and significant relationship between the learners' self-efficacy beliefs about learning and their language proficiency. The result attested that students with high self–efficacy are more proficient in their language learning as compared with those of low self-efficacy. EFL teachers and students as well materials developers’ can take the advantage of the findings. Theoretical and pedagogical implications for foreign language learning and teaching are also discussed.


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