The present study explored English as a foreign language (EFL) students’ motivation and self-efficacy. This is accomplished by incorporating the ten subfactors of L2 motivational self-system namely; criterion measures, ideal L2 self, ought-to L2 self, family influence, instrumentality promotion, instrumentality prevention, attitudes towards learning English, attitudes towards L2 community, cultural interest, and integrativeness. The Persian version of L2 Motivational Selfsystem Questionnaire and the English version of Learners’ Self- Efficacy Survey were used to collect the data. The results estimated via correlation and regression analyses revealed that there was a significant relationship between L2 motivation and L2 self-efficacy. In other words, all the ten sub-factors predicted L2 selfefficacy positively and significantly among which criterion measures, attitudes towards learning English, instrumentality promotion, and ideal L2 self were the most powerful predictors of L2 self-efficacy.

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