Relationships between beliefs about assessment and self-regulated learning in second language learning

Abstract

How students perceive assessments was found to be significantly associated with their desirable learning experiences; therefore, there is a need to study how these beliefs about assessment are associated with other learning components. We examined the relationship between students’ beliefs about assessment and the use of self-regulated learning strategies in second language learning. Participants were international undergraduate students who took a high-stakes standardized English proficiency exam. The results showed that students’ adaptive beliefs about high-stakes assessment were significantly associated with the use of self-regulated learning strategies and knowledge transferability. Implications for the intervention of educators in students’ developing adaptive beliefs about assessment in the learning process are discussed.