Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs

Anam, Syafi’ul; Stracke, Elke

doi:10.1016/j.system.2016.05.001

Cited by 75 publications

(45 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similarly, an investigation at a Korean university revealed that learners with a low self-efficacy profile performed rather differently from those with medium and high self-efficacy profiles in terms of their use of self-regulated learning and language interpretation strategies (Kim et al, 2015). A study in Indonesia also identified close ties between young learners' strategy use and their self-efficacy beliefs (Anam & Stracke, 2016).…”

Section: Self-regulation Online Self-regulation and English Self-effmentioning

confidence: 97%

“…In web-based learning settings, students who can employ self-regulatory strategies became more challengeable and more confident in understanding course materials or participating in learning activities (Chang, 2005). Although both self-regulation and self-efficacy are crucial forces affecting learning (Anam & Stracke, 2016;Barnard et al, 2009;Yukselturk & Bulut, 2007), the interplay between these two constructs has not been fully explored in online learning settings. Thus, by surveying a sample of Chinese EFL learners with sufficient exposure to an online learning environment, the current research aimed to address the following two questions:…”

Section: Self-regulation Online Self-regulation and English Self-effmentioning

confidence: 99%

See 1 more Smart Citation

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Su¹,

Zheng²,

Liang³

et al. 2018

AJET

View full text Add to dashboard Cite

This quantitative study investigated the relationship between learners' online self-regulation and their self-efficacy in the context of learning English as a foreign language (EFL). We collected data from two surveys, the online self-regulated English learning (OSEL) and the English language self-efficacy (ELSE), among 424 university students in China. Principal component analyses showed that the OSEL included six sub-scales, namely, goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, while the ELSE consisted of four factors targeting self-efficacy in listening, speaking, reading, and writing. The correlation analysis confirmed the associations between all scales of the OSEL and those of the ELSE. Furthermore, regression analysis revealed that self-evaluation was the most powerful predictor for explaining participants' variance of self-efficacy in English listening, speaking, and reading. Moreover, learners' environment structuring could significantly explain their self-efficacy in both speaking and writing, whereas goal setting could only predict students' self-efficacy in writing. These findings reveal the intricate relationship between online self-regulation and self-efficacy among the EFL learners, and further highlights the positive role of learners' self-evaluation, environment structuring and goal setting for explaining their English language self-efficacy. Pedagogical implications and future research are discussed at the end of this paper.

show abstract

Section: Self-regulation Online Self-regulation and English Self-effmentioning

confidence: 97%

Section: Self-regulation Online Self-regulation and English Self-effmentioning

confidence: 99%

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Su¹,

Zheng²,

Liang³

et al. 2018

AJET

View full text Add to dashboard Cite

show abstract

“…Self‐efficacy belongs to the forethought phase that includes beliefs that precede efforts to learn. Efficacious students persist longer when they encounter difficulties (Pajares, ) and use more self‐regulated learning strategies for studying English (Anam & Stracke, ). Previous studies have shown significantly positive relationships among self‐efficacy beliefs, self‐regulated learning behaviors, and English language test scores (Wang, Schwab, Fenn, & Chang, ).…”

mentioning

confidence: 99%

Validating the Instruments to Measure ESL/EFL Learners' Self‐Efficacy Beliefs and Self‐Regulated Learning Strategies

2016

View full text Add to dashboard Cite

“…Some studies postulate that the effectiveness language learning can be determined by explicit use of different language tasks such as metacognitive knowledge about task characteristics and applying appropriate strategies for task solution (Azizi, Nemati, & Estahbanati, 2017). Stracke (2016) points out the reasons why second language instructors recommend to use metacognitive strategies in EFL/ESL classroom. One of such reasons is the claim that metacognitive strategies enable learners to play active role in the process of learning, to manage and direct their own learning and eventually to find the best ways to practice and reinforce what they have learned (Rahimi, & Katal, 2012).…”

Section: Discussionmentioning

confidence: 99%

The Impact of Metacognitive Strategies on Jordanian EFL Learners’ Writing Performance

Al-Jarrah¹,

Mansor²,

Rashid³

2018

IJEL

View full text Add to dashboard Cite

One of the most challenging aspects of foreign language learning is writing. Writing is the most demanding and complicated aspect of language system. Writing requires the collective effort of orthographic, graphomotor and other linguistic skills with the inclusion of semantics, syntax, spelling, and writing conventions without being restricted to the aforementioned skills. The Improvement of cognitive psychology, metacognition has drawn the focus of an increasing number of researchers' and paved way for recent dimensions on EFL writing, particularly in the aspect of writing achievement. Due to the fact that the method possesses a highly-placed executive aptness which comprises of formulation, supervision, and assessment, this study attempts to investigate the influence of using metacognitive strategies on Jordanian EFL learners' writing performance. Forty four students were randomly selected from secondary school level to partake in experimental control of the study. The researcher made use of the intervention program based on CALLA model of teaching in classroom. The experimental group (EG) received metacognitive strategies-based writing instruction whereas the control group (CG) received only the routine writing instruction (Product Approach). After five weeks of instruction, both groups were post-tested and at the end of program which lasted for twelve weeks, the students carried out another post-test. Data were submitted to the independent Mann-Whitney U test followed by Wilcoxon Signed-Rank test analysis. The results showed that there was a positive effect in the experimental group's writing performance. The findings of this study have implications for pedagogy as well as for future research.

show abstract

Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs

Cited by 75 publications

References 50 publications

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Validating the Instruments to Measure ESL/EFL Learners' Self‐Efficacy Beliefs and Self‐Regulated Learning Strategies

The Impact of Metacognitive Strategies on Jordanian EFL Learners’ Writing Performance

Contact Info

Product

Resources

About