Self-Efficacy Beliefs and Self-Regulated Learning Strategies of Prep School Students and Their Relation with Language Proficiency Levels

2019-01-01
Çimenli, Betül
Hırçın Çoban, Merve
Show full item record
276
views
0
downloads
The main purpose of this study is to uncover prep school students’ self-efficacy beliefs and self-regulated strategy use in different proficiency levels. In accordance with this, this study aims to find out the relation between self-efficacy beliefs of students and their use of SRL strategies, and figure out to what extent self-efficacy beliefs, SLR strategies use of students and gender can predict their proficiency level. The study was conducted at a private university in Ankara in the academic year 2017-2018. The participants are all preparatory class students with A2 (n=35), B1 (n=27) and B2 (n=30) level of proficiency in English as an L2 and were recruited by convenience sampling method. Data of the study were collected through two Likert type questionnaires. The findings of the study revealed that there was a significant difference for listening and writing efficacy of participants between A2 and B2 level. Also, there is a significant positive correlation at moderate level between self-efficacy beliefs and SRL strategies use of participants regardless of their proficiency level. The current study has some implications for L2 language education especially in higher education such as including self-efficacy and SRL strategies into their curriculum.
Self-efficacy beliefs, Self-regulated learning strategies
https://dergipark.org.tr/en/pub/buefad/issue/49482/603454
https://hdl.handle.net/11511/86475
Bartın Üniversitesi Eğitim Fakültesi Dergisi
Department of Foreign Language Education, Article

Suggestions

Investigating predictors of sense of efficacy beliefs of classroom science and mathematics teachers
GÜR, GÜLBİR; Çakıroğlu, Jale; Çapa Aydın, Yeşim (2012-10-01)
The purpose of this study was to examine the predictors of teachers' sense of efficacy. Data were collected from 383 science, mathematics, and classroom teachers using Teachers' Sense of Efficacy Scale and additional items for assessing predictors including gender, teaching field, years of teaching experience, satisfaction with performance, support from colleagues, support from parents, support from administration, and teaching resources. Data were analyzed by utilizing hierarchical regression analysis. Res...
Middle School Students' Science Self-Efficacy and Its Sources: Examination of Gender Difference
Kiran, Dekant; Sungur, Semra (2012-10-01)
The main purpose of the present study is to investigate middle school students' science self-efficacy as well as its sources and outcomes as a function of gender. Bandura's hypothesized sources of self-efficacy (i.e., mastery experience, vicarious experience, verbal persuasion, and emotional arousal) in addition to being inviting with self and inviting with others were examined as sources of self-efficacy, while cognitive and metacognitive strategy use was examined as an outcome of self-efficacy. A total of...
Gender Differences in Self-Regulated Online Learning Environment
Yukselturk, Erman; Bulut, Safure (2009-01-01)
This study analyzed gender differences in self-regulated learning components, motivational beliefs and achievement in self-regulated online learning environment. Sample of the study consisted of 145 participants from an online programming course which is based on synchronous and asynchronous communication methods over the Internet. Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess students' motivation and use of learning strategies. Linear stepwise regression method and multivariate ...
Facilitators and distractors of effective learning: perceptions of middle school students, teachers, and parents /
Kasapoğlu, Koray; Yıldırım, Ali; Department of Curriculum and Instruction (2014)
This study aims to explore teachers’, students’, and their parents’ conceptions of effective learning and to examine factors that facilitate or distract effective learning in social studies and science courses at the sixth and seventh grades. The study, through a qualitative, phenomenological research design, was conducted in eight middle schools in Afyonkarahisar, Turkey. The participants were 16 teachers, 48 students, and 24 parents. Data were mainly collected through individual interviews with teachers a...
Hypermedia as a cognitive tool: Student teachers' experiences in learning by doing
Yıldırım, Zahide (2005-04-01)
This study investigates student teachers' opinions about learning "instructional technology and material preparation" subjects in a hypermedia-based constructivist learning context. A qualitative case study design was employed. The students of one classroom were the focus of an in-depth investigation by means of interviews, which were designed to elicit these students' perceptions concerning the use of hypermedia as a cognitive tool in the learning process. The study sample consisted of twenty-eight second-...
Citation Formats
B. Çimenli and M. Hırçın Çoban, “Self-Efficacy Beliefs and Self-Regulated Learning Strategies of Prep School Students and Their Relation with Language Proficiency Levels,” Bartın Üniversitesi Eğitim Fakültesi Dergisi, pp. 1072–1087, 2019, Accessed: 00, 2021. [Online]. Available: https://dergipark.org.tr/en/pub/buefad/issue/49482/603454.
METU IIS - Integrated Information Service open@metu.edu.tr