Interrelationship Among Learning Strategies, Self-efficacy and Speaking Skill of EFL Students

Abstract

The purpose of this study is to look at the relationships between learning strategies, self-efficacy, and speaking skills in English as a Foreign Language (EFL) students. The study aims to fill gaps in the literature by investigating the relationships between learning strategies and speaking skill, self-efficacy and speaking skill, and learning strategies and self-efficacy. The study seeks to give useful insights into the productive performance of EFL learners and contribute to the development of successful language teaching practices that improve students' language competence and build a good learning environment by evaluating these linkages. A quantitative method, namely a correlation design, is applied in this study. Using statistical analysis, this technique investigates the link between factors such as learning strategies (X1), self-efficacy (X2), and speaking skills (Y). An outline of how the research was carried out as well as the methods utilized to collect and analyze the data. The findings revealed a weak correlation between learning strategies and speaking skills, as well as between self-efficacy and speaking skills. No significant correlation was found between learning strategies and self-efficacy. According to the findings, this demonstrates that the three factors are unrelated, implying that each student has their own unique ability for managing their surrounding situations. However, there were variations in findings from other studies, suggesting the need for further research in this area. Keyword : Learning Strategies, Self-efficacy and Speaking Skill.