Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

This quantitative study investigates the potential relationships among foreign-language self-efficacy (FL self-efficacy), self-regulation, anxiety (FLA), class attendance and academic achievement in English language. The participants were 344 EFL learners who enrolled a one-year preparatory programme at state university Turkey to improve their overall proficiency. Criterion sampling was used select respondents. results indicate that significantly predicts of students. It is also striking see FL played most significant positive role predicting learners’ achievement. Moreover, FLA negative predictor students’ performance. Therefore, decreases as increases. shows still strong foreign language learning. In addition, self-regulated learning (SRL) reflected increase attendance. findings confirm correlations three constructs. analysis yielded medium correlation between addition small SRL. Given growing blended online learning, we advocate for publication more studies with longitudinal research designs examining inter-relations SRL, performance ‘traditional’ classrooms. implications teachers are discussed