Abstract

This study was an attempt to find a correlation and impact of self-efficacy, learner autonomy and motivation in second language learning through a concurrent triangulation mixed methods research on a sample of some purposively selected Pakistani universities undergraduates’ students studying English as their compulsory or allied subject. It used an adapted questionnaire to check the perceptions of these students about these variables. A self-structured, experts validated and verified achievement test was used to check the impact of the above mentioned variables on second language learning and some semi-structured interviews of English teachers were also taken for eliciting their opinions and responses for the correlation and impact of these variables on second language learning. The study used self-efficacy (Bandura, 1977, 1986, 1997), Learner autonomy (Little, 2007) and Dornyei’s (2005, 2009) L2 Motivational Self System theories as the framework of the research. The results showed a significant correlation between self-efficacy, learner autonomy and motivation and the impact of these variables on learning a second language was also high. The results suggested that if proper attention is given on developing students’ self-efficacy beliefs and allowed them to be gradually autonomous in their studies while motivation remain at the central point, then not only the academic results can be remarkable but the students can also be extraordinary in the other matters of life.

Key words: Self-Efficacy, Learner Autonomy, Motivation, English Language Learning