Mehrdad Moradi Yousefabadi - Kheradgarayan Motahar Institute of Higher Education
Toktam Ghasemnezhad - Kheradgarayan Motahar Institute of Higher Education

This paper aims to review the literature on the effect of educational strategies on increasing self-confidence and learning motivation among Iranian EFL learners. Numerous studies have investigated the impact of educational strategies such as goal-setting, self-assessment, self-reflection, and task-based instruction on Iranian EFL learners' self-confidence and motivation. The findings suggest that these strategies can be effective in enhancing learners' self-efficacy, motivation, and engagement in the learning process. Goal-setting provides learners with clear targets to work towards and a sense of achievement when they reach their goals, while self-assessment and self-reflection promote learners' metacognitive awareness and help them identify areas for improvement. Task-based instruction, on the other hand, provides learners with opportunities to use the language in meaningful contexts, which can increase their motivation and engagement. The literature highlights the importance of incorporating these educational strategies into EFL instruction to promote learner autonomy and metacognition, which can lead to increased self-confidence and motivation and ultimately better learning outcomes.

Language proficiency, psychology, self-confidence, education, motivation,learning.