International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2021, Vol. 17, Issue 1, pp. 34-44 College Students' Perceived Self-efficacy and Use of Information and Communication Technologies in EFL Learning Hong Ngo Vietnam-USA Society English Centers, Vietnam Ariana Eichelberger University of Hawaii at Manoa, USA ABSTRACT This study examines Vietnamese, non-English major college students' perceived self-efficacy and their comfort in using information and communication technologies (ICTs) in learning English as a foreign language. A survey was completed by 975 students. Findings revealed that half of the students ranked themselves as basic EFL users, and fewer rated themselves as independent users or proficient users. Inferential statistics analysis found students' perceived self-efficacy differed by their comfort levels in using ICTs. Specifically, those with a high to very high comfort level were more self-efficacious in their learning of English compared to those with an average or low level. These findings may help explain the issue of limited proficiency in EFL learning among non-English major college students in Vietnam, in relation to how comfortable they are using ICTs. Further investigation is needed however to clarify the relationship between technology comfort levels and self-efficacy among EFL learners. Keywords: EFL learning, ICT, Language Learning, Self-efficacy INTRODUCTION Perceived self-efficacy is one's belief in his or her capabilities to accomplish a specific task (Bandura, 1984). Learners with high self-efficacy tend to engage more in learning tasks and achieve higher scores than those with low self-efficacy (Raoofi et al., 2012), and low self-efficacy has been associated with academic failure (Cinkara, 2009). Learners’ self -efficacy can be improved through the use of technology (Zheng et al., 2009). Therefore, integrating ICTs into English as a foreign language (EFL) learning could be an approach to address the limitations of traditional EFL learning settings and improve English linguistic and pragmatic competence in learners (Singh, 2010). Self-efficacy is predictive of learners’ success in language learning (Cotterall, 1999; Cinkara, 2009; Mutlu et al., 2019) and when lacking, can be an important variable explaining learners' limited proficiency in a target language (Cotterall, 1999; Mills et al., 2007; Raoofi et al., 2012). In world- languages learning in general, learners' self-efficacy can be examined in terms of specific skill or content areas: Communication, Cultures, Connections, Comparisons, and Communities (Mills, 2009). This study investigated the self-efficacy of students in Communication and if it differed by their comfort levels of using ICTs. Specifically, self-efficacy in EFL was examined using the three levels of foreign language proficiency: basic, independent, and proficient as identified by the Council of Europe (2001). The study sought to further understand the persistently limited English proficiency levels among Vietnamese EFL learners (Nguyen, 2018; Pham & Bui, 2019). The study was guided by the following two questions: