Exploring Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting

Authors

DOI:

https://doi.org/10.32674/jis.v11i3.2145

Keywords:

English language learner, self-efficacy, self-regulated learning, social cognitive perspective, student success

Abstract

This study investigated the relationships between self-efficacy and self-regulated learning (SRL) strategies of English language learners (ELLs) in a college setting from a social cognitive perspective in order to understand how to better support international. Participants in this study were 117 ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students’ self-efficacy significantly predicted their use of SRL strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of SRL strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.

Author Biographies

Daeyeoul Lee, Purdue University, USA

DAEYEOUL LEE, PhD, is an Instructional Designer at Rider University. His research is centered on self-regulated learning, Massive Open Online Courses (MOOCs), online and blended learning, and engineering education.

Matthew Allen, Purdue University, USA

Matthew Allen, PhD, is the Assistant Director of Curriculum and Instruction in the Purdue Language and Cultural Exchange (PLaCE) program at Purdue University. His scholarly interests include second language reading and writing, internationalization of higher education, and ESL curriculum and instruction.

Lixia Cheng, Purdue University, USA

Lixia Cheng, PhD, is the Assistant Director of Testing in the Purdue Language and Cultural Exchange (PLaCE) program at Purdue University. Her major research interests lie in the areas of language assessment, second language acquisition, language program evaluation, and internationalization in higher education.

Sunnie Watson, Purdue University, USA

Sunnie Lee Watson, PhD, is an Associate Professor in Learning Design and Technology at Purdue University. Her research focuses on the field of information age, learner-centered education, including attitude change instruction and information-age educational technology such as Massive Open Online Courses (MOOCs) and Personalized Integrated Educational System (PIES).

William Watson, Purdue University, USA

William R. Watson, PhD, is an Associate Professor in Learning Design and Technology at Purdue University. His research focuses on realizing a personalized learning paradigm, including through the design and leveraging of attitudinal learning and learning technology such as video games, virtual environments, digital badges, and learning management software

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2020-06-15

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Lee, D., Allen, M., Cheng, L., Watson, S., & Watson, W. (2020). Exploring Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting. Journal of International Students, 11(3), 567–585. https://doi.org/10.32674/jis.v11i3.2145

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Research Articles