scholarly journals Self-Efficacy and Self-Regulated Learning Strategies for English Language Learners: Comparison between Chinese and German College Students

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Chuang Wang ◽  
Götz Schwab ◽  
Pete Fenn ◽  
Mei Chang
Keyword(s):  
College Students ◽  
English Language Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
German College

scholarly journals Exploring the Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Daeyeoul Lee ◽  
Matthew Allen ◽  
Lixia Cheng ◽  
Sunnie Watson ◽  
William Watson
Keyword(s):  
College Students ◽  
English Language Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
College Setting

This study investigated the relationships between self-efficacy and self-regulated learning strategies of English Language Learners (ELL) in a college setting from a social cognitive perspective. Participants in this study were one hundred seventeen ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students’ self-efficacy significantly predicted their use of self-regulated learning strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of self-regulated learning strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.

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.

scholarly journals Self-regulation in English Language Learning: Case Studies of Six Malaysian Undergraduates

2021 ◽  
Author(s):  
◽  
Azizah Binti Mohd Zahidi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Case Studies ◽  
Language Learners ◽  
English Language ◽  
Self Regulation ◽  
Data Sources ◽  
Tertiary Level ◽  
Self Regulated Learning ◽  
Regulated Learning

<p>This study employed a qualitative design involving multiple case studies to explore how six English Language learners used self-regulated learning (SRL) strategies to complete language learning tasks and cope with the challenges of learning and using English as a second language. The case studies of the English language learners provided a detailed description of self-regulation among tertiary level students in Malaysia. This study explored the personal and contextual factors that might act as facilitators and constraints of the participants’ self-regulation. This study is underpinned by a social cognitive theory of self-regulation as a conceptual and theoretical framework. The primary data sources of this study were multiple interviews with the learners over a semester and interviews with three language instructors. Course documents and assignments, students’ reflective diaries, and notes on observations were additional data sources. Thematic analysis of the data indicated that the six English language learners used SRL strategies in unique and varying degrees, within their Academic Communication course and in the university context. Findings from the study suggest that personal and environmental factors influence the self-regulated learning strategies used in language learning. Implications for language teachers at the tertiary level were identified and discussed.</p>

scholarly journals Self-regulation in English Language Learning: Case Studies of Six Malaysian Undergraduates

2021 ◽  
Author(s):  
◽  
Azizah Binti Mohd Zahidi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Case Studies ◽  
Language Learners ◽  
English Language ◽  
Self Regulation ◽  
Data Sources ◽  
Tertiary Level ◽  
Self Regulated Learning ◽  
Regulated Learning

<p>This study employed a qualitative design involving multiple case studies to explore how six English Language learners used self-regulated learning (SRL) strategies to complete language learning tasks and cope with the challenges of learning and using English as a second language. The case studies of the English language learners provided a detailed description of self-regulation among tertiary level students in Malaysia. This study explored the personal and contextual factors that might act as facilitators and constraints of the participants’ self-regulation. This study is underpinned by a social cognitive theory of self-regulation as a conceptual and theoretical framework. The primary data sources of this study were multiple interviews with the learners over a semester and interviews with three language instructors. Course documents and assignments, students’ reflective diaries, and notes on observations were additional data sources. Thematic analysis of the data indicated that the six English language learners used SRL strategies in unique and varying degrees, within their Academic Communication course and in the university context. Findings from the study suggest that personal and environmental factors influence the self-regulated learning strategies used in language learning. Implications for language teachers at the tertiary level were identified and discussed.</p>

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