Is There an “Expectancy × Value” Effect? Investigating the Impact of Self-Efficacy and Learning Motives on Chinese Undergraduates’ Use of Deep Language Learning Strategies

2020 ◽  
Author(s):  
Ying Zhan ◽  
Yushan Jiang ◽  
Zhi Hong Wan ◽  
Jin Jun Guo
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Language Learning Strategies ◽  
Expectancy Value ◽  
Value Effect ◽  
The Impact ◽  
Chinese Undergraduates

scholarly journals The Impact of Online Training on Saudi Medical Students’ Attitudes, Awareness, and Use of Language Learning Strategies in Relation to their Developing Autonomy

2016 ◽  
pp. 4-15
Author(s):  
Sahar Alzahrani ◽  
Julie Watson
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Group Discussion ◽  
Strategy Training ◽  
Strategy Development ◽  
Learning Material ◽  
Language Learning Strategies ◽  
Research Questions ◽  
Students Attitudes ◽  
The Impact

In the context of ongoing debate about the relationship between strategy training and autonomous learning, this study set out in the belief that they are inextricably linked and sought to explore three important aspects of learner strategy development more deeply. An experiment was designed to investigate the effectiveness of learner training with three groups of Saudi students taking a course in English for Medical Purposes: control (no treatment), offline (treatment delivered on paper), and online (online treatment). The treatments used supplementary learning material focused on language learning strategies (LLS). The design and the delivery of the treatments was informed by Rubin, Chamot, Harris, and Anderson (2007), Cohen (1998), Murphy and Hurd (2011), and Murphy (2008a). This paper sought to answer three research questions related to the impact of learner training on students’ attitudes, awareness, and use of LLS in relation to their autonomous abilities after exposure to the treatment. Qualitative data from students’ reflective writings, interviews and focus group discussion was used to answer these questions. For the two treatment groups, the treatment impact was found to be positive in relation to the research questions and negative in the control. The online group outperformed the offline one in all the three investigated aspects.

Language learning strategy use in context: the effects of self-efficacy and CLIL on language proficiency

2020 ◽  
Vol 58 (2) ◽  
pp. 195-220
Author(s):  
Nils Jaekel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
Negative Impact ◽  
Strategy Use ◽  
Efl Students ◽  
The Impact

AbstractLanguage learning strategies (LLS) are suggested to facilitate learning and support learner autonomy. The integration of content and language in foreign language education increases the cognitive work load. Furthermore, self-efficacy has been identified as a key predictor for strategy use and language achievement. The present study aimed to (1) investigate LLS use in content-based versus traditional foreign language environments and (2) assess the impact LLS use and self-efficacy have on language proficiency. Participants were Year 9 Content and Language Integrated Learning (CLIL) and regular English as a foreign language (EFL) students (N=378) in Germany. Structural equation modelling, controlling for a range of confounding variables, showed that (1) there was no difference in LLS use between CLIL and EFL students. (2) LLS use had a negative impact while self-efficacy predicted higher language proficiency. These results suggest that students may best be supported by enhancing their self-efficacy while they should carefully choose their strategies.

scholarly journals In-Class Online Discussion Activities to Enhance EFL Learners’ English Self-Efficacy and Language Learning Strategies

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pei-Ling Yang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Online Discussion ◽  
Low Achievers ◽  
Online Discussions ◽  
Background Information ◽  
Language Learning Strategies ◽  
Study Results

The study aims to investigate the effect of in-class online discussion on EFL college low-achievers’ English self-efficacy and their language learning strategies.  It integrates the features of quasi-experimental research to examine whether online discussions would enhance college low-achievers’ English self-efficacy and their learning strategy application.  Two classes of the college learners from one university were randomly recruited in the study.  Two questionnaires (English self-efficacy and language learning strategies) were administered both before and after the intervention.  Besides the descriptive analysis of the learners’ background information, a series of inferential statistics were conducted to demonstrate findings from the quantitative data.  The study results reveal two significant findings.  First, the participants applied language learning strategies more frequently.  Second, the participants had higher levels of English self-efficacy.

scholarly journals Learning Strategies Model to Enhance Thai Undergraduate Students’ Self-Efficacy Beliefs in EIL Textual Reading Performance

2017 ◽  
Vol 8 (6) ◽  
pp. 19
Author(s):  
Jiraporn Kakaew ◽  
Anamai Damnet
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
English Education ◽  
Reading Performance ◽  
Efficacy Beliefs ◽  
First Year ◽  
Language Learning Strategies ◽  
Thai Students

This classroom based research of a learning strategies model was designed to investigate its application in a mixed-ability classroom. The study built on Oxford’s language learning strategies model (1990, 2001) and fulfilled it with rhetorical strategies to accommodate challenges encountered in the paradigm of English as an international language (EIL). The main purpose aimed to explore Thai students’ self-efficacy beliefs (SE) in reading different texts regarding both Western and Asian styles after receiving a strategies-based training. In this research, thirty-three first-year undergraduate students majoring in English Education were purposively selected as participants for the training. The data from pre and post questionnaires focusing on students’ self-efficacy beliefs was analyzed using descriptive statistic and thematic analysis. The results revealed that students believed to have higher efficacy in EIL textual reading after learning strategies-based training. The presentation will also include discussion and suggestion in implementing rhetorical-language learning strategies in the classroom. 

scholarly journals Are Self-Efficacy, Language Learning Strategies, and Foreign Language Ability Interrelated?

2010 ◽  
Vol 2 ◽  
pp. 47-60
Author(s):  
Olive Gahunga
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Language Ability ◽  
Medium Size ◽  
Language Learning Strategies ◽  
Significant Relationships ◽  
Learning Tasks ◽  
Item Questionnaire ◽  
Study Participants

This study investigated the interrelationships among three variables: self-efficacy, language learning strategies, and language ability. The study participants were thirty-seven college students studying French at a midwestern, medium-size, university located a large metropolitan area. All the students were at the intermediate level of proficiency in French. The students’ self-efficacy was measured through a forty-item questionnaire in which they expressed their levels of certainty that they could perform learning tasks at desired levels of proficiency. Their use of language learning strategies was also measured through a forty-item questionnaire that was an adaptation of Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Their language ability in French was measured through a sixty-item cloze test. The results of the study revealed the existence of positive and statistically significant relationships among the three variables. Recommendations for second language students, programs, and instructors were suggested to help students achieve higher communicative competence.

scholarly journals English Language Learner’s Learning in a U.S. University Setting

2016 ◽  
Vol 2 (1) ◽  
pp. 44
Author(s):  
Hong Shi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Goal Orientations ◽  
Language Learning Strategies ◽  
University Settings

The purpose of this study is to examine English Language Learners’ (ELLs) self-efficacy belief, language learning strategies and goal orientations in university settings. It also explored the relationships among self-efficacy, learning strategies and goal orientation of ELLs. A survey was used to collect data. The participants were 77 ELLs in a southeastern university in America. It was found that ELLs in this study had positive self-efficacy beliefs. ELLs often use language learning strategies in their learning process. There were significant positive relationships between self-efficacy and language learning strategies, between language learning strategies and mastery goal orientations. Mastery goals mostly predicted strategy use for ELLs. Implications were provided for language educators to assess ELLs’ self-efficacy and goal orientations. This study identified instructional suggestions for language educators as well as provided useful information for related discussions from an ELL perspective in university classrooms.

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