Exploring self-efficacy, motivation and the use of learning strategies in second language learning

Abstract

The present study examines the relationship between three key factors in the acquisition of additional languages: motivation, self-efficacy and learning strategies in learners of Spanish as a foreign language. The research involved 122 learners from Benín, who responded to three validated Likert-type scales to measure each construct. Descriptive analyses, Spearman correlations, exploratory factor analyses, and several linear regressions were conducted to explore in depth the relationship between self-efficacy and motivation as independent variables in the use of learning strategies. The results revealed positive and significant correlations between the three variables, although motivation plays a more relevant role in the use of strategies. Furthermore, internal factors were recognized within each independent variable, with the learner's future projection as a competent EFL speaker (ideal self in L2) and intrinsic motivation being the best predictors of the use of learning strategies. These results should guide teaching practice by implementing didactic strategies that foster different sources of self-efficacy and motivation inside and outside the classroom.