The present research tried to prompt self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in Iranian EFL classrooms. To do so, 57 Iranian EFL learners were chosen and assigned to two equal groups; the Experimental Group (CG) and the Control Group (CG). Then, three questionnaires were administered to…

The aim of the present study was to evaluate the effectiveness of listening strategy instruction on second language (L2) listening comprehension ability, listening anxiety, and listening self-efficacy of Iranian English as a foreign language (EFL) learners. To this end, a sample of 52 English major learners of two intact classes from a university…

The present investigation examined the effect of perfectionism on metacognitive listening strategy (MLS) use through the components of self-efficacy (initiative, effort, and persistence) among a sample of 117 Iranian English as a Foreign Language university students. Cluster analysis was utilized to identify the perfectionistic clusters. The…

One of the most important communicative skills is listening and, at the same time, the Achilles' heel of many L2 learners as it entails multi-level cognitive processes (Lynch, 2002). Besides, as various studies show, self-efficacy measures are closely tied to the effective use of learning strategies. Considering the key role that concept mapping,…

The study of the complex impact of the cognitive and psychological factors' interplay in learning process has for long obsessed educational researchers. In an attempt to partially address the issue, the present study investigates the direct and indirect interrelationship among Iranian EFL learners' basic psychological needs satisfaction,…

The purpose of this study was to explore the relationship between three teacher-related variables, namely, teaching efficacy, institutional identity and motivational strategy use, with students' L2 achievement. The study further intended to pinpoint gender differences in each of the aforementioned teacher-related variables. To this end, 120 (60…

Metacognitive strategy instruction (MetSI) has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening self-efficacy among English-as-a-foreign-language (EFL) learners. A group of sixty female undergraduate…

This study aimed at investigating the direct and indirect effects that teachers' self-efficacy beliefs exert on students' learning approaches via affecting their perceptions of classroom structure. The sample included 40 English teachers and 240 first-grade female students from high schools in Iran. To collect data, three questionnaires were…

The focus of education has changed from teacher-directed to learner-oriented instruction in previous years. Majority of studies in the field of EFL/ESL learning involves issues relevant to learners and their individual differences. Therefore, the present study focused on some of these individual variables; namely self-efficacy and language…

This study explores the relationship between Iranian EFL juniors' self-efficacy beliefs and their employed vocabulary learning strategies. The participants were 50 juniors studying English Translation at University of Sistan & Baluchestan. The self-efficacy and vocabulary learning strategies questionnaires were administered to identify the…

The aim of the study is to investigate beliefs students usually held about language learning, based on the Beliefs About Language Learning Inventory (BALLI) questionnaire (Horwitz, 1988). For this purpose, 423 University learners of English in Iran were selected. Running descriptive statistics and the scree plot test, five factors were extracted:…