Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language

Abstract

These case studies provide a description of five undergraduates’ self-efficacy beliefs and use of self-regulated learning strategies related to learning English as a second language. A qualitative research design with a purposive sampling method was used. Semi-structured interviews were conducted to investigate the context of learning English language and to explore the undergraduates’ self-reported self-efficacy beliefs and self-regulated learning (SRL) strategies. Classroom observations and document analysis were also used for data collection. The findings showed a relationship between self-efficacy, self-regulated learning strategies, and participants’ English language proficiency. Pedagogical implications for language instructors are highlighted. ESL learning may be enhanced through positive and successful past experiences and constructive feedback and scaffolding by language instructors. Self-regulated learning instruction should be incorporated by ESL instructors in developing self-regulated learners.