運用社會認知理論於EFL大學環境中:探討語言學習策略、英語自我效能和學習策略教學之關係

Abstract

The present study aims to investigate the relationship among EFL college learners’ language learning strategies, English self-efficacy, and explicit strategy instruction. More language learning strategy application and a higher level of self-efficacy, as proved and claimed by numerous researchers, are highly associated with learners’ academic achievement. However, there is little research on applying explicit strategy instruction in EFL contexts based on the model of Social Cognitive Theory. Therefore, in this study, 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 two-phase quasi-experiment. In this experiment, all the participants (78 English majors) in the first phase were asked to complete an intermediate-level General English Proficiency Test (GEPT) reading test, Strategy Inventory for Language Learning designed by Oxford, and English Self-Efficacy Scale adapted from Huang et al. In the second phase, after the intervention of explicit strategy instruction, learners’ strategy application and their self-efficacy were measured again in order to investigate whether or not there would be any significant difference before and after the instruction and between the two groups of learners (the experimental and the control groups). The six-week strategy instruction was conducted according to the following steps: awareness raising, strategy instruction, hands-on activities, evaluation, and diagnosis. Besides the descriptive analysis of the learners’ background information and qualitative analysis of on-site observation and post-interview, a series of t-tests, ANOVA, ANCOVA and Pearson Correlation coefficient were conducted to demonstrate findings from the quantitative data. Given the results, the study reveals three significant findings. First, learners’ English proficiency is correlated with their language learning strategy use and levels of English self-efficacy. Second, there is a positive correlation between language learning strategies and English self-efficacy. Third, 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. Both EFL instructors and learners could be benefited in terms of effective teaching and learning.