The aim of this study is to investigate the role of English language skills learning in the job self-efficacy of English language translation students mediated by perceived value. The present study is applied in terms of its purpose, correlational, and survey method. The statistical population of the present study includes all English language translation students, 151 of whom 108 were selected based on the Krejci and Morgan table. The collection tools in the present study include the English Language Skills Questionnaire by Marin et al. (2007), the Student Job Self-Efficacy Questionnaire by Betts and Tyler (1994), and the Perceived Value Questionnaire by Venkatesh and Davis (2000). The face validity of the tools was confirmed by 10 English language experts, and their reliability was obtained by calculating Cronbach's alpha as 0.74, 0.76, and 0.80, respectively, which indicates desirable reliability. SPSS and PLS software were used to analyze the findings. The results showed that English language skills have a positive and significant effect on job self-efficacy and perceived value. Also, perceived value played a significant mediating role in the relationship between English language skills and job self-efficacy. The findings indicate that improving students' English language skills through perceived value can lead to improved job self-efficacy. Therefore, paying attention to the development of students' perceived value and standards-based training plays a key role in improving the career success of language translation students.