This research study aimed to determine whether teaching English language learners to set SMART goals increases their self-efficacy. The study involved three groups of students: 25 fourth graders, 19 ninth graders, and 30 eleventh graders, who participated in a face-to-face learning environment at a private and two public schools in Colombia. The goal was to analyze whether teaching learners to set SMART goals would increase their self-efficacy. The study found that learning to set SMART goals positively affected learners' self-efficacy. Students developed knowledge of the language learning process through using the structure of dialogues (greetings, small talk, interesting topics, and closings) and interacted not only inside the classroom but also outside of it. Additionally, the students responded very positively to self-directed learning. The study also found that goal setting played a meaningful role in learners' interaction and led to an increase in self-efficacy and motivation to learn a second language. The results indicated that learning to set SMART goals positively affected learners' self-efficacy. The study used a mixed-methods approach, including surveys, pre- and post-tests on self-efficacy and goal setting, and students' and teachers' journals. The data analysis showed that learners improved their self-efficacy and ability to set SMART goals. The study concluded that teaching learners to set SMART goals is an effective way to increase their self-efficacy and improve their communication skills. The findings suggest that goal setting is closely related to self-efficacy in the interaction of learners. The study also found that students who set SMART goals were more motivated to learn and interact in English. The research has important pedagogical implications for teachers, as it suggests that goal setting can be an effective strategy to improve students' self-efficacy and communication skills. The study also highlights the importance of self-directed learning and the role of metacognition in the learning process. The findings suggest that goal setting can be a valuable tool for teachers to help students improve their language skills and increase their self-efficacy. The study also found that students who set SMART goals were more confident in their ability to communicate in English and were more willing to participate in class. The research has important implications for educators, as it suggests that goal setting can be an effective strategy to improve students' self-efficacy and communication skills. The study also highlights the importance of self-directed learning and the role of metacognition in the learning process. The findings suggest that goal setting can be a valuable tool for teachers to help students improve their language skills and increase their self-efficacy.This research study aimed to determine whether teaching English language learners to set SMART goals increases their self-efficacy. The study involved three groups of students: 25 fourth graders, 19 ninth graders, and 30 eleventh graders, who participated in a face-to-face learning environment at a private and two public schools in Colombia. The goal was to analyze whether teaching learners to set SMART goals would increase their self-efficacy. The study found that learning to set SMART goals positively affected learners' self-efficacy. Students developed knowledge of the language learning process through using the structure of dialogues (greetings, small talk, interesting topics, and closings) and interacted not only inside the classroom but also outside of it. Additionally, the students responded very positively to self-directed learning. The study also found that goal setting played a meaningful role in learners' interaction and led to an increase in self-efficacy and motivation to learn a second language. The results indicated that learning to set SMART goals positively affected learners' self-efficacy. The study used a mixed-methods approach, including surveys, pre- and post-tests on self-efficacy and goal setting, and students' and teachers' journals. The data analysis showed that learners improved their self-efficacy and ability to set SMART goals. The study concluded that teaching learners to set SMART goals is an effective way to increase their self-efficacy and improve their communication skills. The findings suggest that goal setting is closely related to self-efficacy in the interaction of learners. The study also found that students who set SMART goals were more motivated to learn and interact in English. The research has important pedagogical implications for teachers, as it suggests that goal setting can be an effective strategy to improve students' self-efficacy and communication skills. The study also highlights the importance of self-directed learning and the role of metacognition in the learning process. The findings suggest that goal setting can be a valuable tool for teachers to help students improve their language skills and increase their self-efficacy. The study also found that students who set SMART goals were more confident in their ability to communicate in English and were more willing to participate in class. The research has important implications for educators, as it suggests that goal setting can be an effective strategy to improve students' self-efficacy and communication skills. The study also highlights the importance of self-directed learning and the role of metacognition in the learning process. The findings suggest that goal setting can be a valuable tool for teachers to help students improve their language skills and increase their self-efficacy.