Second Language Learners’ Self-Efficacy: Theoretical Basis, Mechanisms, and Intervention Strategies

Abstract

Self-efficacy is an important psychological element influencing the efficiency of foreign language learning. Recently, the research on second language acquisition has been moving from cognitive aspects to emotional factors during the learning process, and the self-efficacy of second language learners has become a significant subject of study. Based on previous research, a literature review method is used in this paper to comprehensively examine the theoretical foundation, working mechanisms and educational intervention strategies of second language self-efficacy. The findings indicate a relatively consistent positive relationship between self-efficacy and the achievement of foreign language learning. This influence is manifested not only in the encouragement of learning commitment, strategy application, and learning perseverance, but also indirectly affects learning results by decreasing foreign language anxiety and boosting learning motivation. At present, some issues still exist, including inadequate theoretical combination, over-dependence on cross-sectional survey designs, and restricted measurement techniques. For future research, it is suggested to further combine social cognitive theory and second language acquisition theory, carry out more longitudinal and experimental studies, and employ various kinds of measurement methods, in order to more clearly reveal the dynamic changing trends of self-efficacy and its practical significance in teaching.