Self-Efficacy and its Relationship to Metacomprehension among EFL Undergraduate Students in Jordanian Universities

Abstract

This study aimed at exploring the relationship between self efficacy and metacomprehension among English as Foreign Language (EFL) undergraduate students in Jordanian universities. The sample consisted of (151) male and female EFL undergraduates form AL Isra'a University, Al Zaytoonah University and Faculty of Educational Sciences and Arts-UNRWA during the academic year 2011-2012. The sample was chosen randomly based on availability. To fulfill the study aims, two instruments were used; the first measures self efficacy while the second measures metacomprehension. Study results revealed a moderate level of self efficacy and metacomprehension among EFL students in Jordanian universities. It also showed statistically significant differences in self efficacy attributed to grade point average in favor of the higher averages while there were no differences attributed to gender or study level. There were no statistically significant differences in metacomprehension attributed to the study variables. There was a positive statistically significant relationship between self efficacy and metacomprehension. The study recommended carrying out training activities in English Language courses that contribute to using metacomprehension and constructing training programs that promotes self efficacy among EFL students.