Abstract

This research examined the relationship between English proficiency and self-efficacy in language learning among third-year senior high school students in a public school in Shizuoka Prefecture, Japan. While some literature acknowledges the role of self-efficacy in academic achievement, almost nothing has been written about this relationship in the context of Japanese EFL learners. A quantitative design using a descriptive-correlational method was employed to bridge the gap. A total of 184 students were selected through stratified random sampling. We used a standardized CEFR-aligned test to assess English proficiency, and a 20-item Likert-scale questionnaire to gauge self-efficacy in language learning. We found a moderate positive correlation (r = 0.52, p < 0.01); that is, students who were more proficient in English tended to have more confidence in their language learning abilities. We discuss the results and their implications. The results emphasize how crucial it is to combine skill development and confidence-boosting techniques in language education. The implications indicate that Japanese English instruction has to adopt more communicative and learner-centered methods.