A Study of the Relationship between English Self-concept and Language Learning Strategies

Abstract

The present study concentrated on the relationship between self-concept and language learning strategies. Participants of the study were 157 students from one University in Shandong, China. Quantitative data was collected through two questionnaires. The first one was the revised Chinese version of self-concept scale modified by Pan (2003) from Marsh’s (1992) SQDII. Another inventory based on Oxford’ classification system of learning strategies (SILL) was used to assess learner’s strategy use. By the reliability analysis, it was found that all these coefficients were significantly high, and the two questionnaires were reliable respectively. Based on the detailed analysis of data, some major findings through statistical analysis of SPSS 13.0 were summarized as follows. First of all, the subjects’ English self-concept was medium, and the subjects’ English pronunciation self-concept was better than their general English self-concept and English speaking self-concept. Second, gender had no significant effects on the general English self-concept and English speaking self-concept. Finally, in terms of the relationship between English self-concept and language learning strategies, by Pearson correlation coefficients and multiple regressions, it was concluded that general English self-concept, English speaking self-concept and English pronunciation self-concept had the highest correlation level with the cognitive strategy, and English pronunciation self-concept had the weakest correlation level with the memory strategy and compensatory strategy. The findings of the study imply that there are some pedagogical implications for English learning and teaching. At the same time, teachers should attach importance to enhancing students’ English self-concept level in training their language learning strategies.