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

Wang, Chuang; Bai, Barry

doi:10.1002/tesq.355

Cited by 107 publications

(82 citation statements)

References 35 publications

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“…The 11 categories are (1) self-evaluation, (2) organization and transformation, (3) rehearsal and memorization, (4) seeking social assistance, (5) persistence when faced with challenges, (6) seeking opportunities to practice English, (7) keeping records and monitoring, (8) self-consequences, (9) goal-setting and planning, (10) review of records, and (11) interpretation strategies. Previous studies have reported strong internal consistency for the responses to QESRLS (Wang & Bai, 2017).…”

Section: Instrumentmentioning

confidence: 87%

“…Although this study is limited in not only the convenience sampling method, which led to an imbalanced sample of male and female students, but also a dependence on the participants' responses to a survey, it contributes to the field by adding additional evidence of construct validity for QESRLS, other aspects of which have been validated in previous studies (e.g., Wang & Bai, ; Wang, Kim, Bong, & Ahn, ). Thus, this study completes the series of validation studies of the QESRLS.…”

Section: Limitations and Significance Of The Studymentioning

confidence: 99%

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Self‐Regulated Learning Strategy Profiles Among English as a Foreign Language Learners

Chen

Wang²,

Kim

2019

TESOL Quarterly

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Section: Instrumentmentioning

confidence: 87%

Section: Limitations and Significance Of The Studymentioning

confidence: 99%

Self‐Regulated Learning Strategy Profiles Among English as a Foreign Language Learners

Chen

Wang²,

Kim

2019

TESOL Quarterly

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“…Meanwhile, Zhang and his associates [ 35 ] have expanded the scope of traditional strategy research by integrating learning strategies with elements of self-regulated learning and metacognition. Wang and Bai [ 36 ] also noted a positive relationship between self-regulated learning strategies and EFL students’ English learning outcomes in technology using situations.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Profiling Chinese EFL students’ technology-based self-regulated English learning strategies

Gan

Wang

2020

PLoS ONE

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This article reports the development and validation of an instrument, the Technology-Based Self-Regulated English Learning Strategies Scale (TSELSS), in terms of its multifaceted structure of self-directed use of technology in English learning among Chinese university EFL students. TSELSS was developed through a three-phase process, focusing on the domain of self-regulated English learning in technology-assisted conditions. The first phase involved the generation of an item pool, the second a pilot study ( N = 164) aimed at identifying the factor structure of TSELSS using exploratory factor analysis, and the third an examination of the psychometric properties of the revised TSELSS using confirmatory factor analysis with another independent sample of students ( N = 525). Furthermore, the concurrent validity of TSELSS was investigated through correlations with students’ English language self-efficacy and English learning outcomes. The final version of the scale is made up of five types of technology-based self-regulated English learning strategies: motivational regulation strategies , goal setting and learning evaluation , social strategies , technology-based English song and movie learning , and technology-based vocabulary learning . The TSELSS can be used as an evaluation tool to appraise EFL students’ technology-based self-regulated English learning experience, and as a research tool to investigate more associations between technology-based self-regulated strategic English learning and other contextual and learner individual factors.

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“…A substantial body of work has investigated teachers' feelings of self-efficacy, and how this impacts students' performance (Swanson, 2012(Swanson, , 2013(Swanson, , 2014. Research has also focused on SE within a motivational framework, or within self-regulation and learning strategies (Chang, 2010;Dörnyei & Otto, 1998;Lee, Yu, & Liu, 2017;Wang & Bai, 2016).…”

Section: Self-efficacy and Slamentioning

confidence: 99%

A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom

Leeming

2017

Asian. J. Second. Foreign. Lang. Educ.

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Self-efficacy is the belief in one's own ability to carry out a given task, and has been shown to be a powerful predictor of performance. Although researchers have considered self-efficacy within language learning, it remains a relatively underused and unexplored construct. This longitudinal mixed-method study set out to address this, by developing a questionnaire to measure students' English speaking self-efficacy, which was then given to first-year university students on eight occasions over the course of an academic year. Changes in self-efficacy were modeled using Hierarchical Linear Modeling, and potential predictors of change were assessed. The model showed that students grew in self-efficacy, although there were different rates of growth for individuals. Students were interviewed regarding growth in self-efficacy, and possible reasons for change. Students stated that efficacy increased as they became used to the class, but the importance of context as an influence on self-efficacy also emerged.

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

Cited by 107 publications

References 35 publications

Self‐Regulated Learning Strategy Profiles Among English as a Foreign Language Learners

Self‐Regulated Learning Strategy Profiles Among English as a Foreign Language Learners

Profiling Chinese EFL students’ technology-based self-regulated English learning strategies

A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom

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