Language learning strategy use and self-efficacy in relation to language achievement: the case of Bahir Dar University students

Abstract

The purpose of this research was determining the level of EFL students’ language learning strategy use and investigating the relationship of language achievement with language learning strategy use and perceived self-efficacy. The target population for the study consisted of 73 English major students of the Bahir Dar University. As the size of population was manageable, comprehensive sampling was employed to involve all undergraduate students from Year I to Year III. Two standardized questionnaires and document analysis were the instruments used to gather data. Different statistical techniques were employed to analyze the data.  First, the overall SILL mean (M= 3.27) represents that the participants used learning strategies at a medium level. Among the six clusters of strategies, the most-preferred strategies were cognitive (M=3.57) which involved repeating, analyzing, and summarizing information. Second, a strong positive correlation was found between language learning strategy use, self-efficacy and language achievement. Third, language learning strategy use tended to influence learners’ language achievement more than self-efficacy does. Fourth, in the effort made to investigate differences in language learning strategy use and self-efficacy due to achievement level difference, significant statistical difference was not found. Based on the findings and the discussions, conclusions and educational implications were forwarded.