An exploration of self-efficacy beliefs for self-regulated learning and perceived responsibility for English learning of EFL students in a Turkish university
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The educational importance of the connection between self-efficacy beliefs for self-regulated learning and perceived responsibility for learning has been widely recognized in the literature in recent years. However, the relationship between these two constructs has not been specifically investigated in an English as a foreign language (EFL) context. Taking this gap as an impetus, this study aimed to explore the extent to which Turkish university EFL students feel efficacious in regulating their English learning and the extent to which they assume responsibility for their English learning processes, and how these two constructs relate to each other. The study was conducted at Yıldız Technical University, School of Foreign Languages, with the participation of 503 students from four different English proficiency levels (i.e. elementary, pre-intermediate, intermediate, and advanced). The data were collected through questionnaires and semi-structured interviews, and analyzed quantitatively and qualitatively. Analysis of the quantitative data revealed that Turkish university EFL students were moderately self-efficacious in regulating their English learning and perceived themselves to be slightly more responsible than their teachers for their English learning processes. It was also revealed that there is a positive correlation between these two constructs. Analysis of the qualitative data contributed to the study by revealing that there might be other constructs than self-efficacy beliefs that relate to students‟ perceptions of responsibility, such as motivation and interest. This study implied that Turkish university EFL students need to be provided with educational opportunities that promote their self-efficacy to regulate their English learning and their sense of control over their English learning.