Investigating the correlation between English as a foreign Language Students’ Self-Efficacy Beliefs and their Use of Metacognitive Strategies Case of Master Students at Biskra University

Abstract

A multitude of scholarly investigations have been conducted to understand the impact of learners’ personal variables on their performance. The psychological construct of self-efficacy seemed to influence the way learners manage their learning requirements, face the challenges, and succeed at the end. Nonetheless, the nature of the relationship between self-efficacy (SE) beliefs and metacognitive strategies (MTE) use is still overlooked due to the vagueness created by these two abstract variables. The present study grounded its inquiry on understanding the nature of the relationship between self-efficacy and metacognitive strategies use among a sample of 25 Master students at the University of Biskra. Being in alignment with the chosen methodological procedures, the variables under investigation were examined following a mixed method approach with an explanatory sequential design. As the selected design demanded, the data were gathered using three major data collection instruments, namely, the General Self-efficacy scale (GSE), the Metacognitive Awareness Inventory (MAI), and a questionnaire for students. The obtained data were statistically calculated using IBM SPSS Software version 19 to fully analyze and interpret the data. The results of the analysis revealed that there is little to no correlation between SE and MTE use. Furthermore, the current study sought to build conclusion based on the participants’ answers where the majority of them indicated the importance and the impact of self-efficacy on the way they use the strategies. Thereby, the results of this study manifested that self-efficacy is a key factor in the use of the metacognitive strategies paving the way to EFL teachers to focus on introducing SE to learners and to take practical steps towards the instruction of the MTE.