Korean college students' self-regulated learning strategies and self-efficacy beliefs in learning english as a foreign language
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Wang, C. | - |
dc.contributor.author | Kim, D.-H. | - |
dc.contributor.author | Bong, M. | - |
dc.contributor.author | Ahn, H.S. | - |
dc.date.accessioned | 2021-09-06T09:40:50Z | - |
dc.date.available | 2021-09-06T09:40:50Z | - |
dc.date.created | 2021-06-17 | - |
dc.date.issued | 2013 | - |
dc.identifier.issn | 1738-1460 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/105860 | - |
dc.description.abstract | This study investigates the relationship between self-efficacy, self-regulation, and English language proficiency for Korean college students. College students (n = 220) attending a major university in Korea responded to two instruments, one on their self-efficacy beliefs and the other on their use of self-regulated learning (SRL) strategies in English. Examination of the reliability and validity of the instruments was followed by a path model representing positive and significant relationships between self-efficacy, SRL strategies, and English proficiency measured by a standardized English test. Multivariate analysis of variance and t-tests revealed group differences: (a) female students reported higher levels of self-efficacy beliefs, more frequent use of SRL strategies, and higher English proficiency; (b) undergraduate students reported higher levels of self-efficacy beliefs and higher English proficiency than graduate students but their use of SRL strategies did not differ significantly; and (c) participants did not differ in their use of a test-taking strategy (reading the questions before reading the text versus reading the text before reading the questions), and this test-taking strategy did not make a difference in participants' performance on the standardized English test, either. Implications of the findings were discussed in the context of classroom teaching. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.title | Korean college students' self-regulated learning strategies and self-efficacy beliefs in learning english as a foreign language | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Bong, M. | - |
dc.identifier.scopusid | 2-s2.0-84886053191 | - |
dc.identifier.bibliographicCitation | Asian EFL Journal, v.15, no.3, pp.81 - 112 | - |
dc.relation.isPartOf | Asian EFL Journal | - |
dc.citation.title | Asian EFL Journal | - |
dc.citation.volume | 15 | - |
dc.citation.number | 3 | - |
dc.citation.startPage | 81 | - |
dc.citation.endPage | 112 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | scopus | - |
dc.subject.keywordAuthor | College students | - |
dc.subject.keywordAuthor | English language learner | - |
dc.subject.keywordAuthor | Self-efficacy | - |
dc.subject.keywordAuthor | Self-regulation | - |
dc.subject.keywordAuthor | Strategy | - |
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