scholarly journals Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning

2020 ◽  
Vol 3 (2) ◽  
pp. 152-167
Author(s):  
Akihiro Saito
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Efficacy Beliefs ◽  
Strategy Use

Effects of Experience Abroad and Language Proficiency on Self-Efficacy Beliefs in Language Learning

2017 ◽  
Vol 120 (4) ◽  
pp. 670-694 ◽  
Author(s):  
Hyang-Il Kim ◽  
Kyung-Ae Cha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Factor Structure ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Efficacy Beliefs ◽  
New Perspective ◽  
Efficacy Factors ◽  
Do So

Experience abroad has been recognized as one of the best investments for second or foreign language learning. A lot of research has examined its impact on language learning from linguistic as well as non-linguistic perspectives. Nonetheless, literature on the relationships between and among experience abroad, language proficiency, and self-efficacy beliefs in language learning seems to still be cursory and thus the present study chose to focus on these aspects in more detail. To do so, 259 Korean English as a foreign language students answered the Questionnaire of English Self-Efficacy as well as completed a background questionnaire. Statistical analyses identified two underlying factors of self-efficacy beliefs—production and comprehension—that helped analyze the data from a new perspective. Using this two-factor structure of self-efficacy, it was found that the combination of experience abroad and English proficiency were indeed related to these self-efficacy factors. In addition, the results indicate that students may have benefitted most in self-efficacy formation in production and comprehension aspects when they have four to six months of experience abroad.

scholarly journals The Association between Self-efficacy of Saudi Learners and Their EFL Academic Performance

2018 ◽  
Vol 8 (10) ◽  
pp. 1351
Author(s):  
Fakieh Alrabai
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
Sense Of Self ◽  
Foreign Language Learning ◽  
Efficacy Beliefs ◽  
Final Exam ◽  
Learning English

Considering the important impact of individual variables on language learning, this study seeks to highlight the relationship between Saudi learners of English as a foreign language (EFL) sense of self-efficacy about learning English and their academic performance in this language. The self-efficacy beliefs of 221 Saudi EFL undergraduate students whose major is English were explored using a questionnaire, while their academic performance was assessed using final exam scores in four language skills (listening, speaking, reading, and writing). The data gathered were analysed quantitatively. The findings demonstrated that EFL participating students hold very low overall self-efficacy beliefs about learning the English language. They were also low achievers in learning English in general. Moreover, students’ English self-efficacy positively correlated with their language attainment, suggesting that learners’ beliefs about language learning affect their language performance. The findings of the study shed light on the crucial association between Saudi EFL learners’ self-efficacy beliefs and their language achievement. We anticipate that these findings will provide guidelines for the different parties involved in language learning/teaching in the country. These guidelines should address how to help students hold correct beliefs about foreign language learning in order to achieve better EFL learning outcomes.

An Analysis of Factors Influencing Foreign Language Self-Efficacy Based on C5.0 Decision Tree Algorithm in Data Mining

2014 ◽  
Vol 538 ◽  
pp. 460-464
Author(s):  
Xue Li
Keyword(s):  
Data Mining ◽  
Decision Tree ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Decision Tree Algorithm ◽  
Tree Algorithm ◽  
C5.0 Decision Tree

Based on inter-correlation and permeability among disciplines, the author makes an attempt to apply the information science to cognitive linguistics to provide a new perspective for the study of foreign languages. The correlation between self-efficacy and such four factors as anxiety, learning strategies, motivation and learners’ past achievement is analyzed by means of data mining and the extent to which the above factors affect self-efficacy in language learning is explored in this paper. The paper employs the decision tree algorithm in SPSS Clementine. C5.0 decision tree algorithm is adopted to analyze data in the study. The results are elicited from the researches carried out in this paper. The increased anxiety is bound to weaken learners’ motivation over time. It is obvious that learners have low self-efficacy. It is very important to employ strategies in foreign language learning. Ignorance of using learning strategies may result in unplanned learning with unsatisfactory achievements in spite of more efforts involved. Self-efficacy in foreign language learning may be weakened accordingly. Learners’ past achievement is a reference dimension in measuring self-efficacy with weaker influence.

scholarly journals The Influence of L2 English Acquisition of the Request Speech Act on Persian Preschool Children

2018 ◽  
Vol 6 (4) ◽  
pp. 25
Author(s):  
Firooz Sadighi ◽  
Shahrzad Chahardahcherik ◽  
Maryam Delfariyan ◽  
Fariba Feyzbar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Production ◽  
Speech Act ◽  
First Language ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Instructional Effects ◽  
Request Strategies ◽  
Learning English

In Iran the age of learning English as a foreign language is decreasing yearly. It is obvious that learning English at a very early age is a most appropriate time to start. The investigation in this study is focused on the speech act of request. Instructional effects of learning request strategies are assessed in preschoolers who received instruction to find out whether the exposure to the foreign language learning enhances the development of request strategy use and brings about changes in their first language strategy use features. The data were collected from 10 preschool Iranian learners of English as a foreign language. The participants of the study took a two-semester speaking course in an academic setting in Iran. The study had a pretest and posttest design in which 10 conversations were used including polite request strategies of English to analyze instructional effects on the learners’ first language after the posttest, by comparing and measuring the backward transfer against the pretest results. The oral task was in the form of role plays which were also utilized for communicative practice with the learners. The data were rated for the extent of a foreign language effect on the first language by experienced tutors and linguistic analyses were done to identify the foreign language components of request strategies features in the first language production. Results showed that frequent use of English request strategy features in the first language was an indication of L2 students’ beneficial experience in their L1.

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 The Importance Of Self-Efficacy And Foreign Language Learning In The 21st Century

2011 ◽  
Vol 7 (4) ◽  
pp. 117-126 ◽  
Author(s):  
Taghi Jabbarifar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
First Century ◽  
The Social

Two decades have now passed since Bandura (1986) introduced the concept of self-efficacy within the social cognitive theory of human behavior. He defined it as "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances (1986). Much empirical evidence now supports the idea that self-efficacy touches almost every aspect of people's lives including foreign language learning; However, it has apparently received the least attention compared to other cognitive and affective issues. The present article attempts to shed some light on importance of the concept of self-efficacy, the role it can play in foreign language learning and the pedagogical implications it may have for foreign language teachers and the students of English language in the end of the first decade of the twenty first century.

scholarly journals Self-efficacy in Second/Foreign Language Learning Contexts

2012 ◽  
Vol 5 (11) ◽  
Author(s):  
Saeid Raoofi ◽  
Bee Hoon Tan ◽  
Swee Heng Chan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Learning Contexts

scholarly journals THE EFFECT OF META-COGNITIVE STRATEGIES ON SELF-EFFICACY AND LOCUS OF CONTROL OF GIFTED IN FOREIGN LANGUAGE LEARNING

2019 ◽  
Vol 9 (1) ◽  
pp. 40-51
Author(s):  
Jelisaveta Šafranj
Keyword(s):  
Locus Of Control ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Cognitive Strategies ◽  
Gifted Students ◽  
Foreign Language Learning ◽  
Positive Effects ◽  
Academic Self Efficacy

Locus of control and academic self-efficacy are significant variables in foreign language learning that influence advancement in language acquisition and cognition, as well as building language skills. Previous research in the field of foreign language teaching has been partly related to cognitive and meta-cognitive learning strategies of gifted students. However, self-efficacy and locus of control of gifted have not been studied in our country, yet. This study investigates the effects of cognitive and meta-cognitive strategies on locus of control and self-efficacy of university students gifted in foreign language learning. The survey was conducted on a sample of 39 engineering students. The results show that cognitive strategies have significant and positive effects on academic self-efficacy, while meta-cognitive strategies have significant and positive effects on locus of control of gifted students.

Sign in / Sign up

Export Citation Format

Share Document