Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms

Language learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development of learners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2 language proficiency is related to both constructs in EFL contexts. Therefore, the present quantitative study gathered questionnaire data to characterize the relationship between the LLSs, SE perceptions, and L2 language proficiency of 47 adult EFL learners at a Chilean university. Results revealed significant strong correlations between speaking SE and cognitive strategies, as well as between writing SE and memory strategies. Weak but significant correlations were found between language proficiency and receptive skills (listening and writing SE). Pedagogical implications refer to the ways in which EFL teachers can increase their learners’ use of metacognitive strategies and increase their SE