English-language learners in Chinese high schools: Self-efficacy profiles

Chuang Wang, Do Hong Kim

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Using latent profile analysis (LPA), the authors examined the patterns of Chinese high school students’ self-efficacy beliefs learning English as a foreign language. The Questionnaire of English Self-Efficacy (QESE) was completed by high school students in China. The LPA analysis revealed clear and unambiguous three groups representing low, medium, and high self-efficacy profiles. The low English self-efficacy profile group reported less use of self-regulated learning strategies than the medium group. Students in the medium English self-efficacy profile group reported significantly less use of self-regulated learning strategies in comparison to students in the high English self-efficacy profile group. Moreover, significant differences were noted between these groups of students with respect to their English proficiency. The self-efficacy profiles identified in this study can be used to tailor instructional practices appropriately.

Original languageEnglish (US)
Title of host publicationCognition, Metacognition and Academic Performance
Subtitle of host publicationAn East Asian Perspective
PublisherTaylor and Francis
Pages27-39
Number of pages13
ISBN (Electronic)9781317211471
ISBN (Print)9781138668461
DOIs
StatePublished - Jan 1 2017

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ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

Cite this

Wang, C., & Kim, D. H. (2017). English-language learners in Chinese high schools: Self-efficacy profiles. In Cognition, Metacognition and Academic Performance: An East Asian Perspective (pp. 27-39). Taylor and Francis. https://doi.org/10.4324/9781315618616