Korean college students' self-regulated learning strategies and self-efficacy beliefs in learning english as a foreign language
- Authors
- Wang, C.; Kim, D.-H.; Bong, M.; Ahn, H.S.
- Issue Date
- 2013
- Keywords
- College students; English language learner; Self-efficacy; Self-regulation; Strategy
- Citation
- Asian EFL Journal, v.15, no.3, pp.81 - 112
- Indexed
- SCOPUS
- Journal Title
- Asian EFL Journal
- Volume
- 15
- Number
- 3
- Start Page
- 81
- End Page
- 112
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/105860
- ISSN
- 1738-1460
- 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.
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