This study explored graduate pre-service teachers’ language learning
strategies and language self-efficacy and the relationship between these two
constructs. Seventy-four graduate English-as-a-second-language (ESL) pre-service
teachers (13 males, 61 females) from a teachers’ college in Kuching,
Sarawak, Malaysia, participated in this study. These pre-service teachers were in a
one-year Diploma in Education course to prepare them to teach English in school. Six
categories of language learning strategies were identified from their responses to
seven hypothetical learning contexts. Pearson correlation coefficients show that
there was a significant positive relationship between language learning strategies
and language self-efficacy. Interview findings were in agreement with the above
findings. High self-efficacy pre-service teachers reported more frequent use of more
number of language learning strategies than did low self-efficacy pre-service
teachers. Implications and suggestions for further research are put forward.
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