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 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 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 GOOD LANGUAGE LEARNERS AND THEIR STRATEGIES: AN INSIGHT

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Kumaresen Mahalingam ◽  
Melor Md. Yunus
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Ability ◽  
Language Learning Strategies

The Malaysian Education Blueprint is aimed to ensure every child is proficient in English Language besides Bahasa Malaysia. Thus the English Language syllabus is geared to mould learners to become successful language learners. However, not all learners are capable of being successful language learners despite years of schooling. Therefore, this study aims to investigate language learning strategies used by good language learners in learning English as their second language. To achieve the aim of the study, a questionnaire was used to collect the quantitative data. 30 pupils with good language ability from a rural primary school in Sabah were selected to participate in this study. The findings of the study indicated that different language learners prefer different learning strategies to improve their second language learning.  The learning strategies also vary based on the language skills they are learning. The findings of the study are hoped to provide significant impact to the pupils, teachers and curriculum planners to integrate language learning strategies in teaching and learning to assist successful language learning.

scholarly journals Exploring the English Learning Strategies of an Indigenous Papuan Student of Indonesia

2021 ◽  
Author(s):  
Seli Marlina Leba ◽  
Ranta Butarbutar ◽  
Basilius Werang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Descriptive Analysis ◽  
Learning Problems ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Head Of School ◽  
Learning Tasks ◽  
Diverse Learning ◽  
Depth Interview

Language learning strategies are crucial for learning English as a foreign language (EFL). This study sought to reveal language learning strategies used by Daniela, an Indigenous Papuan student, in developing her knowledge and skills in English. To gain this objective, a case study (Kohlbacher, 2006) using an in-depth interview was employed. Collected data were qualitatively analyzed using descriptive analysis techniques. Results of data analysis revealed two main categories of learning strategies used by Daniela in solving her learning problems, namely direct and indirect learning strategies. In direct learning strategies Daniela dealt with memory, cognition, and compensation strategies, while in indirect learning strategies she dealt more with metacognitive, affective, and social strategies. Apart from these findings, this study also revealed Daniela’s performance in English is mostly influenced by her reading hobby, internal motivation, positive attitude towards English, her personality (diligent and independent), and her dream to become a vocational English teacher. Results of this study may be useful for the head of school to encourage English teachers to provide learners with diverse learning tasks to elicit the use of various learning strategies.

scholarly journals Exploring the Effects of Self-efficacy on Vocabulary Learning strategies

2012 ◽  
pp. 423-437 ◽  
Author(s):  
Atsushi Mizumoto
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Language Learning Strategies ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Vocabulary Learning Strategies ◽  
Low Efficiency

This study examined the effects of self-efficacy on language learning strategies by focusing on vocabulary learning strategies (VLSs). A group of 281 EFL learners from two universities participated in the study. They completed the Vocabulary Size Test (Nation & Beglar, 2007), questionnaires on self-efficacy, and an open-ended question about their use of VLSs. The learners were divided into three groups based on their responses to the self-efficacy questionnaire. The effect of self-efficacy was then examined by utilizing text mining. The results show that the effects of self-efficacy were observed in the participants’ open-ended responses. It also became clear that those with high self-efficacy were active users of VLSs, they employed deep strategies, and they were metacognitively superior to participants with medium and low efficiency. Those with medium self-efficacy were also active users of VLSs, but they used shallow strategies compared with the high self-efficiency group. Those with low self-efficacy tended to be passive users of VLSs. The pedagogical implications of the current study are discussed mainly in terms of incorporating self-efficacy and self-regulation enhancing instructions into vocabulary teaching.

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