The aim of the present study was to investigate the relationships among self-efficacy, language learning strategy use, resilience and EFL learner autonomy. A total of 103 EFL learners, majoring in English Teaching and English Literature at University of Kurdistan were selected. A package of four questionnaires including Learner Autonomy Questionnaire, Foreign Language Learner’s Self-Efficacy Questionnaire, and Strategy Inventory for Language Learning (SILL), and Resilience Scale was distributed among participants. The relationships among self-efficacy, language learning strategy use, resilience, and EFL learner autonomy were investigated using Pearson correlation. The results of Pearson correlation indicated that there are significant and positive correlations between self-efficacy and EFL learner autonomy, language learning strategy use and EFL learner autonomy, resilience and EFL learner autonomy. Also, there were significant and positive correlations between different components of language learning strategies and learner autonomy. Running linear regression showed that all eight predictors i.e. resilience, self-efficacy plus components of the learning strategies significantly predicted learner autonomy. Furthermore, the results of linear regression analyses revealed that the components of language learning strategies: metacognitive strategy was a significantly stronger predictor of EFL learner autonomy, with social strategy, affective strategy, memory strategy, compensation strategy and cognitive strategy coming respectively. Regarding the findings of the study, obtained results may help EFL learners and teachers, and material developers to acquire a more extensive perspective and attend to the benefits of developing EFL learners’ self-efficacy, language learning strategies use, resilience, and autonomy.
