Self-Regulatory Strategy Use and its Impact on Motivated Language Learning Behaviour and Self-Efficacy in European Study Abroad Contexts

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.

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Language-Learning Strategy Use by Learners of Arabic, Chinese, and Russian during Study Abroad

The Routledge Handbook of Study Abroad Research and Practice ◽

10.4324/9781315639970-15 ◽

2018 ◽

pp. 225-244

Author(s):

Jeffery R. Watson ◽

Gregory Ebner

Keyword(s):

Study Abroad ◽

Language Learning ◽

Learning Strategy ◽

Strategy Use ◽

Language Learning Strategy ◽

Learning Strategy Use

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English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning

Journal of International Students ◽

10.32674/jis.v8i2.101 ◽

2018 ◽

Vol 8 (2) ◽

pp. 724-741

Author(s):

Hong Shi

Keyword(s):

English Language Learners ◽

Language Learning ◽

Language Learners ◽

Self Efficacy ◽

English Language ◽

The United States ◽

Strategy Use ◽

English Language Learning ◽

College Level ◽

Social Strategy

This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.

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