Investigating the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

Abstract

The present study aims to investigate the relationship among EFL college learners` language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were investigated through a correlational and quasi-experiment study. Besides the descriptive analysis of the learners` background information, a series of ANCOVA and Pearson Correlation coefficients were conducted to demonstrate findings from the quantitative data. Given the results, the study reveals two significant findings. First, there is a more positive correlation between language learning strategies and English self-efficacy after the strategy instruction. Second, after the strategy instruction, the learners applied more language learning strategies, especially memory strategies. Therefore, the findings of the study could possibly shed light on EFL learning and could be of help to those who are interested in strategy building and self-efficacy enhancement.

本研究旨在從社會認知理論的觀點來調查EFL大學生的語言學習策略、英語自我效能以及明確的策略教學，並藉由一個雙向關聯的準實驗來探討這三者之間的關係。除了針對學習者背景資料的描述性統計之外，一連串的推論統計（共變數分析和皮爾森相關係數）也運用於本研究中。本研究顯示出兩個重要的結果。首先，在策略教學之後，語言學習策略和英語自我效能之間有更強的正向關係。第二，學習者在策略教學後運用了更多的語言學習策略，尤其是記憶策略。因此，本研究的結果將可以針對外語學習的策略運用和自我效能的提升提供一個新的契機。