The Influence of Learning Motivation and Self-Efficacy on the English Academic Achievement of English as a Foreign Language (EFL) Learners.

Abstract

At present, experts and scholars in the field of educational psychology are continually enriching empirical research on how students’ learning motivation and self-efficacy impact their English academic performance, which has long been recognized as an important topic. This article will adopt the method of literature review to conduct a comprehensive summary and analysis of the latest relevant empirical research in recent years. This article aims to find the relationship among EFL learners’ learning motivation, self-efficacy, and English proficiency. The results indicate that the learning motivation and self-efficacy of EFL learners are significantly positively correlated with English academic performance. Additionally, differences in personality traits, perseverance, gender, and other aspects may have an impact on the relationship between EFL learners’ motivation, self-efficacy, and English academic performance. This article finds the limitations in the existing empirical research, including the scarcity of longitudinal experimental studies, the single research sample, the lack of cross-cultural research, and the possible subjective responses in the self-report questionnaire. Based on these limitations, this article puts forward some constructive suggestions for further research by future researchers for reference.