Self-Efficacy Beliefs and Self-Regulated Learning Strategies of Prep School Students and Their Relation with Language Proficiency Levels

Year 2019, Volume: 8 Issue: 3, 1072 - 1087, 15.10.2019

Betül Çimenli , Merve Hırçın Çoban

https://doi.org/10.14686/buefad.603454

Cited By: 2

Abstract

The
main purpose of this study is to uncover prep school students’ self-efficacy
beliefs and self-regulated strategy use in different proficiency levels. In
accordance with this, this study aims to find out the relation between
self-efficacy beliefs of students and their use of SRL strategies, and figure
out to what extent self-efficacy beliefs, SLR strategies use of students and
gender can predict their proficiency level. The study was conducted at a
private university in Ankara in the academic year 2017-2018. The participants are all preparatory class students with A2 (n=35), B1
(n=27) and B2 (n=30) level of proficiency in English as an L2 and were
recruited by convenience sampling method. Data of the study were collected
through two Likert type questionnaires. The findings of the study revealed that
there was a significant difference for listening and writing efficacy of
participants between A2 and B2 level. Also, there is a significant positive
correlation at moderate level between self-efficacy beliefs and SRL strategies
use of participants regardless of their proficiency level. The current study
has some implications for L2 language education especially in higher education
such as including self-efficacy and SRL strategies into their curriculum. 

Keywords

Self-Efficacy Beliefs, Self-regulated Learning Strategies, Language Proficiency

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