Language:

Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language

Theory and practice in language studies, 2023-06, Vol.13 (6), p.1483-1493 [Peer Reviewed Journal]

COPYRIGHT 2023 Academy Publication Co., LTD ;Copyright Academy Publication Co., Ltd. Jun 2023 ;ISSN: 1799-2591 ;EISSN: 2053-0692 ;DOI: 10.17507/tpls.1306.17

Full text available

Citations Cited by

Actions
1. Add to My Research
2. Remove from My Research
3. E-mail
4. Print
5. Permalink
6. Citation
7. EasyBib
8. EndNote
9. RefWorks
10. Delicious
11. Export RIS
12. Export BibTeX

Title:
Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language
Author: Zahidi, Azizah Mohd ; Ong, Sy Ing
Subjects: Academic achievement ; Beliefs ; Case studies ; College students ; Data Analysis ; Data collection ; Educational aspects ; Employers ; English as a second language ; English as a second language instruction ; English as a second language learning ; English language ; English language learners ; English proficiency ; English teachers ; Feedback ; Language proficiency ; Language Skills ; Learning ; Learning Processes ; Learning strategies ; Listening ; Metacognition ; Methods ; Perceptions ; Preservice Teachers ; Qualitative research ; Questionnaires ; Second language teachers ; Self-efficacy ; Self-efficacy (Psychology) ; Self-regulated learning ; Student attitudes ; Study and teaching ; Teacher Educators ; Teachers ; Teaching Methods
Is Part Of: Theory and practice in language studies, 2023-06, Vol.13 (6), p.1483-1493
Description: These case studies provide a description of five undergraduates’ self-efficacy beliefs and use of self-regulated learning strategies related to learning English as a second language. A qualitative research design with a purposive sampling method was used. Semi-structured interviews were conducted to investigate the context of learning English language and to explore the undergraduates’ self-reported self-efficacy beliefs and self-regulated learning (SRL) strategies. Classroom observations and document analysis were also used for data collection. The findings showed a relationship between self-efficacy, self-regulated learning strategies, and participants’ English language proficiency. Pedagogical implications for language instructors are highlighted. ESL learning may be enhanced through positive and successful past experiences and constructive feedback and scaffolding by language instructors. Self-regulated learning instruction should be incorporated by ESL instructors in developing self-regulated learners.
Publisher: London: Academy Publication Co., LTD
Language: English
Identifier: ISSN: 1799-2591
EISSN: 2053-0692
DOI: 10.17507/tpls.1306.17
Source: AUTh Library subscriptions: ProQuest Central
Alma/SFX Local Collection

Back to results list


INSPIRE LIBRARY - TON DUC THANG UNIVERSITY	(84-028) 37 755 057	Feedback
19 Nguyen Huu Tho St. Dist.7, HCM	thuvien@tdtu.edu.vn	Feedback

Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language

COPYRIGHT 2023 Academy Publication Co., LTD ;Copyright Academy Publication Co., Ltd. Jun 2023 ;ISSN: 1799-2591 ;EISSN: 2053-0692 ;DOI: 10.17507/tpls.1306.17

Searching Remote Databases, Please Wait