Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language: Four Case Studies
Abstract
These case studies provide a description of 4 fifth-graders’ self-efficacy beliefs and use of self-regulated learning strategies related to studying English as a second language. Structured interviews with the children and their parents were conducted to investigate the family context of learning English and to elicit children’s selfreported self-efficacy beliefs and self-regulated learning (SRL) strategies. In addition, students’ responses to two questionnaires were used to examine the participants’ self-efficacy beliefs and self-regulated learning behaviors. Thick descriptions through “emic” analysis of the interviews and crosschecking indicated a relationship between self-efficacy, self-regulated learning strategies, and participants’ English language proficiency. Implications for teachers are discussed. ESL teachers should incorporate explicit SRL strategy instruction to facilitate the development of strategies suitable to students’ characteristics and the language- learning context. Students’ self-efficacy beliefs can be enhanced through successful past experience and positive feedback with scaffolding provided by teachers and parents.