The role of learning climate on self-efficacy beliefs and self- perceived communication competences of EFL learners in higher education

This study aims to explore the role of learning climate on self-efficacy beliefs and self-perceived communication competences of English as a Foreign Language (EFL) learners in higher education. The study used a cross-sectional survey design. The data were collected with a questionnaire and two scales involving Likert-type items from 137 higher education students. Several statistical techniques were employed to analyze the quantitative data. Results showed that EFL students' learning climate perceptions, self-efficacy beliefs, and self-perceived communication competence levels were moderate. There was no significant difference among students' learning climate, self-efficacy, and self-perceived communication points in terms of their sex. There was a difference between 1st year and 2nd year students for learning climate, and there was no significant difference among students' self-efficacy and self-perceived communication points in terms of their year. A positive significant relationship among students' learning climate and self-efficacy and self-perceived communication competence was found. Self-efficacy and self-perceived communication competence were found to be stronger predictors of each other.