Open AccessExploring the Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting
Author(s) -
Daeyeoul Lee,
Matthew R. Allen,
Lixia Cheng,
Sunnie Lee Watson,
William R. Watson
Publication year - 2020
Publication title -
journal of international students
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.47
H-Index - 15
eISSN - 2166-3750
pISSN - 2162-3104
DOI - 10.32674/jis.v11i3.2145
Subject(s) - self efficacy , psychology , self regulated learning , language learning strategies , perspective (graphical) , mathematics education , english language , metacognition , cognition , social cognitive theory , language acquisition , social psychology , mathematics , neuroscience , geometry
This study investigated the relationships between self-efficacy and self-regulated learning strategies of English Language Learners (ELL) in a college setting from a social cognitive perspective. Participants in this study were one hundred seventeen ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students’ self-efficacy significantly predicted their use of self-regulated learning strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of self-regulated learning strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.