The problem addressed in this study is simply represented by the type of uncertainty or controversy that may exist over the nature and level of self-efficacy of Kurdish EFL university students. Another type of uncertainty that may exist concerns the socio-cognitive influence of motivation on students' self-efficacy. The study aims at finding out whether the self-efficacy of Kurdish EFL university students is positive or negative, and the correlation between the students' self-efficacy and their motivation. The study is based on the hypothesis that students have a positive self-efficacy due to their own motivation and their motivation by their teachers. 




To achieve the aims of the study, and verify its hypotheses, two sorts of procedures are followed: theoretical and practical. The theoretical procedure consists of presenting a theoretical framework of self-efficacy theory including its etymology, definitions, elements, etc. On the other hand, the practical procedure consists of constructing a questionnaire for measuring students' self-efficacy level. After ensuring its validity, and reliability, the questionnaire has been exposed to a sample of 100 Kurdish EFL students selected randomly from three universities: Charmo, Koya, and Garmian. The results of analysis show that the selected students have a positive self-efficacy level. The results also show a significant correlation between the students' positive self-efficacy level, and their motivation.