Abstract
This study investigates the relationship between self-efficacy, self-regulation, and English language proficiency for Korean college students. College students (n = 220) attending a major university in Korea responded to two instruments, one on their self-efficacy beliefs and the other on their use of self-regulated learning (SRL) strategies in English. Examination of the reliability and validity of the instruments was followed by a path model representing positive and significant relationships between self-efficacy, SRL strategies, and English proficiency measured by a standardized English test. Multivariate analysis of variance and t-tests revealed group differences: (a) female students reported higher levels of self-efficacy beliefs, more frequent use of SRL strategies, and higher English proficiency; (b) undergraduate students reported higher levels of self-efficacy beliefs and higher English proficiency than graduate students but their use of SRL strategies did not differ significantly; and (c) participants did not differ in their use of a test-taking strategy (reading the questions before reading the text versus reading the text before reading the questions), and this test-taking strategy did not make a difference in participants' performance on the standardized English test, either. Implications of the findings were discussed in the context of classroom teaching.
Original language | English (US) |
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Pages (from-to) | 81-112 |
Number of pages | 32 |
Journal | Asian EFL Journal |
Volume | 15 |
Issue number | 3 |
State | Published - Sep 2013 |
Externally published | Yes |
Keywords
- College students
- English language learner
- Self-efficacy
- Self-regulation
- Strategy
ASJC Scopus subject areas
- Education
- Language and Linguistics
- Linguistics and Language