Exploring Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting
DOI:
https://doi.org/10.32674/jis.v11i3.2145Keywords:
English language learner, self-efficacy, self-regulated learning, social cognitive perspective, student successAbstract
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.
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