Korean college students' self-regulated learning strategies and self-efficacy beliefs in learning english as a foreign language

Chuang Wang, Do Hong Kim, Mimi Bong, Hyun Seon Ahn

Research output: Contribution to journalArticle

5 Scopus citations


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 languageEnglish (US)
Pages (from-to)81-112
Number of pages32
JournalAsian EFL Journal
Issue number3
Publication statusPublished - Sep 1 2013
Externally publishedYes



  • College students
  • English language learner
  • Self-efficacy
  • Self-regulation
  • Strategy

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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