چكيده
This study aimed to investigate whether there is any significant relationship between EFL learners’ self-efficacy, L2 academic buoyancy and their English language achievement. A total number of 86 Iranian EFL learners including 31 females and 55 males were selected through convenience sampling method. The participants filled out two valid and reliable questionnaires including Generalized Self-Efficacy Scale (GSES) developed and validated by Schwarzer and Jurasalem (1992) and Academic Buoyancy Scale (ABS) translated by Sarmad et al. (2011) and Hormazdian and Mojgan (2021). The participants’ final examination grades were used for their English language achievement. The Pearson product-moment correlation coefficient was conducted among EFL learners’ self-efficacy, L2 academic buoyancy and their English language achievement. In addition, the multiple regression analysis was conducted. Steiger’s Z-test was also conducted to find which one of the EFL learners’ self-efficacy or L2 academic buoyancy was a stronger predictor of their English language achievement. The results indicated that there was a significant correlation between EFL learners’ self-efficacy and their L2 academic buoyancy. Also, there was a meaningful relationship between EFL learners’ self-efficacy and their English language achievement. Furthermore, a positive correlation between EFL learners’ L2 academic buoyancy and their English language achievement was revealed. In addition, there was a positive correlation among EFL learners’ self-efficacy, L2 academic buoyancy and their English language achievement which meant that both of the EFL learners’ self-efficacy and L2 academic buoyancy predicted their English language achievement. The implications are discussed and suggestions for further research are made.
