English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning

  • Hong Shi China University of Petroleum-Beijing, China
Keywords: : English language learner, higher education, scaffolding, selfefficacy, strategy use

Abstract

This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.

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Author Biography

Hong Shi, China University of Petroleum-Beijing, China

HONG SHI, PhD, is a lecturer of School of Foreign Languages at the China University of Petroleum-Beijing. Her research interests include issues of learning styles of English learners, language learners’ self-efficacy, and goal orientation. This work was supported by Science Foundation of China University of Petroleum-Beijing [grant numbers 2462017YJRC005] and Education and Teaching Reform Project of China University of Petroleum-Beijing

Published
2018-04-01
How to Cite
Shi, H. (2018). English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning. Journal of International Students, 8(2), 724-741. https://doi.org/10.32674/jis.v8i2.101
Section
Research Articles