the relationship between efl learners’ self-efficacy, strategy use and their performance on a grammar test: is there any difference between high and low self-efficacious learners?

Since the emphasis of the studies has shifted from a teacher-centered approach to a learner-centered one, researchers have discovered the significance of variables originating inside learners during the learning process. the present study was an attempt to focus on self-efficacy and strategy use as two learners’ variables. the purpose of this study was to investigate whether there is any relationship between efl learners’ self-efficacy, strategy use, and grammar performance. in addition, it aimed to find out whether there is any difference between high self-efficacious learners and low self-efficacious learners in strategy use and grammar performance. to conduct the study, a non-experimental correlational design was used and thirty-five participants consisting of males and females studying english language teaching were selected randomly out of all the sophomores. two questionnaires and a test were the main instruments in gathering data. based on the results of the questionnaire, they were divided into two groups of high and low by using a normal distribution curve. as a result of running several data analysis tests, the findings of the present study revealed a significant relationship between efl learners’ self-efficacy, strategy use, and their performance on a grammar test. furthermore, it was illustrated that high self-efficacious learners performed better than low self-efficacious ones on the grammar test and grammar strategy use questionnaire.