Abstract
The purpose of this study is to determine the extent to which self-efficacy, task value, and metacognitive self-regulation predict Vietnamese high school students’ English language achievement. In this quantitative study, 403 Vietnamese participants were requested to fill out the Motivated Strategies for Learning Questionnaire to measure self-efficacy, task value and metacognitive self-regulation. The English language achievement was measured by the students’ self-reported final grades. In order to analyse the data, multiple regression analysis was used. The results revealed that self-efficacy, task value and metacognitive self-regulation were positively correlated with English language achievement and they significantly predict English language achievement when they were taken together as a set. Moreover, the results showed that self-efficacy was the only significant predictor of language achievement at an individual level.
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