Libyan EFL Self-Efficacy Beliefs in Learning English as a Foreign Language; Investigating Study of Undergraduate English and Translation Departments Students

Abstract

The “can-do” sense of agency is a central component of second language learners’ autonomous beliefs. Self-efficacy is one of the key intrinsic motivational factors that can either facilitate or hinder learners’ success in language learning [1]. The EFL learning context is often challenging, requiring students to rely on both intrinsic and extrinsic motivational factors. This study was conducted using a quantitative online questionnaire distributed to undergraduate students in English and translation departments at public universities in Libya.  A total of 162 valid responses were collected, primarily through instructors, using the validated Questionnaire of English Self-Efficacy (QESE) [2]. The results indicated a moderate level of self-efficacy among EFL learners regarding their English language learning (M = 3.234), with English language students reporting higher self-efficacy than translation students. Although 40.1% of participants expressed a desire to improve their speaking skills, the highest levels of self-efficacy were reported in listening (M = 3.312), followed by speaking (M = 3.281), reading (M = 3.250), and writing (M = 3.104), respectively. Specifically, learners reported that they could understand broadcast English content from English-speaking countries more effectively than they could perform productive tasks, such as writing emails. These findings indicate that despite EFL learners’ motivation for language learning, they face challenges that may limit their academic engagement.  The findings suggest that learners’ self-efficacy could be further enhanced through increased language exposure and practice. These results also warrant considerable attention from Libyan higher education institutions to support learners by providing authentic materials and tools that enhance learners’ self-efficacy and improve overall learning outcomes.