ISSN: 2226-6348
Open access
This study explored the relationship between language self-efficacy and language learning strategies of non-English major college students. Based on Bandura's social cognitive theory, this study used a questionnaire survey method to collect data, and used correlation analysis and regression analysis to empirically test the relationship between the two. The study found that language self-efficacy is closely related to a variety of language learning strategies, especially in metacognitive, cognitive and social strategies. In addition, language self-efficacy has a certain predictive effect on the use of learning strategies, indicating that students with higher levels of self-efficacy are more inclined to adopt effective learning strategies. The results further verify the applicability of self-efficacy theory in the field of language learning and provide inspiration for optimizing English teaching practice. Based on the research findings, this paper puts forward several teaching suggestions, including strengthening strategy training, providing positive feedback and promoting collaborative learning, to help non-English major students improve their English learning effects.
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