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

Yıl 2019, , 1072 - 1087, 15.10.2019

Betül Çimenli , Merve Hırçın Çoban

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

Cited By: 2

Öz

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. 

Anahtar Kelimeler

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

Kaynakça

• Ayoobiyan, H., & Soleimani, T. (2015). The relationship between self-efficacy and language proficiency: A case of Iranian medical students. Journal of Applied Linguistics and Language Research, 2(4), 158-167.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New Jersey: Prentice-Hall.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
• Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29, 248-263.
• Cohen, A., & Macaro, E. (Eds.). (2007). Language learner strategies. Oxford: Oxford University Press.
• Ellis, R. (1989). Second language learning and second language learners: Growth and diversity. TESL Canada Journal, 7, 74-94.
• Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-293.
• Graham, S., & Weiner, B. (1995). Theories and principles of motivation. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 63–84). New York: MacMillan Library Reference USA.
• Griffiths, C. (2003). Patterns of language learning strategy use. System, 31(3), 367–383.
• Harris, K. (1990). Developing self-regulated learners: The role of private speech and self-instructions. Educational Psychologist, 25, 35-49.
• Hong-Nam, K., & Leavell, A.G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34(3), 399–415.
• Hsiao, T., & Oxford, R. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86(3), 368–383.
• Huang, S. C., Lloyd, P., & Mikulecky, L. (1999). ESL literacy self-efficacy: Developing a new scale. Retrieved from ERIC (Document Reproduction Service No. ED 427541).
• Kim, D. H, Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners' self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136-142.
• Maddux, J. E. (1995). Self-efficacy theory: An introduction. In J. E. Maddux (Eds.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 3-33). Plenum: New York.
• Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System 35(3), 338-352.
• Mills, N., Pajares, F., & Herron, C. (2006). A revaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39, 276–295.
• Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French Students: Relation to achievement and motivation. Language Learning, 57(3), 417–442.
• Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning (pp. 111–139). New York: Lawrence Erlbaum Associates.
• Pajares, F. (2009). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 111–139). New York, NY: Routledge.
• Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding, & S. Rayner (Eds.), Self-perception (pp. 239- 266). London: Ablex Publishing.
• Pape, S. J., & Wang, C. (2003). Middle school children’s strategic behaviour: Classification and relation to academic achievement and mathematical problem-solving. Instructional Science, 31, 419–449.
• Park, G. P. (1997). Language learning strategies and English proficiency in Korean university. Foreign Language Annals, 30(2), 211–221.
• Rahimi, A., & Abedini, A. (2009). The interface between EFL learners’ self-efficacy concerning listening comprehension and listening proficiency. Novitas-ROYAL, 3(1), 14-28.
• Schunk, D. H. (1986). Verbalization and children’s self-regulated learning. Contemporary Educational Psychology, 11, 347–369.
• Schunk, D. H. (1989). Self-efficacy and achievement behaviours. Educational Psychology Review, 1, 173–208.
• Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
• Su, M. H., & Duo, P. C. (2012). EFL learners’ language learning strategy use and perceived self- efficacy. European Journal of Social Sciences, 27(3), 335-345.
• Tilfarlioğlu, F. T., & Ciftci, F. S. (2011). Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms (A Case Study). Theory and Practice in Language Studies, 1(10), 1284-1294.
• Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78–102.
• Wang, C., Hu, J., Zhang, G., Chang, Y., & Xu, Y. (2012). Chinese college students' self-regulated learning strategies and self-efficacy beliefs in learning English as a foreign language. Journal of Research in Education, 22(2), 103–135.
• Wong, M. S. L. (2005). Language learning strategies and language self-efficacy: Investigating the relationship in Malaysia. Regional Language Centre Journal, 36(3), 245-269.
• Yılmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: A study of ELT learners in Turkey. Procedia Social and Behavioural, 2, 682–687.
• Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 73-86.
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
• Zimmerman, B.J., & Schunk, D.H. (Eds.). (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer Verlag.
• Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
• Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290.
• Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.