Strategy Use, Self-Efficacy Beliefs, and Self-Regulatedness in Adult Foreign Language Learning

Autor/in	Saito, Akihiro
Titel	Strategy Use, Self-Efficacy Beliefs, and Self-Regulatedness in Adult Foreign Language Learning
Quelle	In: Australian Journal of Applied Linguistics, 3 (2020) 2, S.152-167 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Learning Strategies; Second Language Learning; English (Second Language); Self Efficacy; Student Attitudes; Beliefs; Self Management; Education Majors; Undergraduate Students; Foreign Countries; Language Proficiency; Japan + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Belief; Glaube; Selbstmanagement; Ausland; Language skill; Language skills; Sprachkompetenz
Abstract	The aim of this study was to understand adult learners' strategy use in foreign language learning. It also explored how such strategy use relates to learners' sense of self-efficacy, self-regulated learning, and language proficiency. Two questionnaires were administered to obtain data from 90 education majors in a Japanese university. Differences in strategy use in relation to self-efficacy, self-regulatedness, and proficiency were examined using Kruskal-Wallis H tests. Whilst some preferred and less preferred strategy items were identified, the findings suggested that possession of a high self-efficacy profile and self-regulatedness related to both greater use of language learning strategies and a higher level of language proficiency. However, a closer look detected a nuanced, important difference in the magnitude of the effect, whereby self-regulatedness may be more yielding than self-efficacy. Namely, self-regulatedness played a substantial role in differentiating use of several strategy items among different proficiency groups, whereas self-efficacy seems to play a smaller part than self-regulatedness in this respect, considering the effect sizes. Thus, this empirical study contributes to the ongoing discussion of the different roles and nature of the self-efficacy and self-regulatedness constructs in the context of language learning and teaching. Implications for language teaching are discussed, and directions for future research are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01