The Relationship between Iranian EFL Learners' Self-Efficacy Beliefs and Use of Vocabulary Learning Strategies

Autor/inn/en	Heidari, Farrokhlagha; Izadi, Mehri; Ahmadian, Mansooreh Vahed
Titel	The Relationship between Iranian EFL Learners' Self-Efficacy Beliefs and Use of Vocabulary Learning Strategies
Quelle	In: English Language Teaching, 5 (2012) 2, S.174-182 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Beliefs; Self Efficacy; Learning Strategies; Vocabulary Skills; English (Second Language); English Language Learners; Translation; College Students; Student Surveys; Student Attitudes; Questionnaires; Memory; Majors (Students); Use Studies; Correlation; Iran + Suchen Sie Ihr Suchwort? Ausland; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aktiver Wortschatz; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Schülerbefragung; Schülerverhalten; Fragebogen; Gedächtnis; Benutzerschulung; Korrelation
Abstract	This study explores the relationship between Iranian EFL juniors' self-efficacy beliefs and their employed vocabulary learning strategies. The participants were 50 juniors studying English Translation at University of Sistan & Baluchestan. The self-efficacy and vocabulary learning strategies questionnaires were administered to identify the students' self-efficacy beliefs and their vocabulary learning strategies. The obtained results revealed that students had rather high level of self-efficacy and that self-efficacy was significantly positively related to their use of the four subcategories of vocabulary learning strategies in general and the use of memory strategies in particular. Highly self-efficacious students reported significantly more use of vocabulary strategies than those with low self-efficacy. The results point out the importance of nurturing learners' self-efficacy beliefs and its impact on successful learning experiences and achievement. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01