THE EFFECT OF META-COGNITIVE STRATEGIES ON SELF-EFFICACY AND LOCUS OF CONTROL OF GIFTED IN FOREIGN LANGUAGE LEARNING

Jelisaveta Šafranj

doi:10.17810/2015.90

Abstract

Locus of control and academic self-efficacy are significant variables in foreign language learning that influence advancement in language acquisition and cognition, as well as building language skills. Previous research in the field of foreign language teaching has been partly related to cognitive and meta-cognitive learning strategies of gifted students. However, self-efficacy and locus of control of gifted have not been studied in our country, yet. This study investigates the effects of cognitive and meta-cognitive strategies on locus of control and self-efficacy of university students gifted in foreign language learning. The survey was conducted on a sample of 39 engineering students. The results show that cognitive strategies have significant and positive effects on academic self-efficacy, while meta-cognitive strategies have significant and positive effects on locus of control of gifted students.

Highlights

There are cultural differences to be considered, e.g. the external locus of control is much more pronounced among the people of Japan than among the people of America (Lonky & Reihman, 1980). Bearing in mind these characteristics, and if the teaching activity is aimed at building a proactive attitude in students, which implies taking initiative and higher levels of personal responsibility, we develop the internal locus of control (Albert & Dahling, 2016)
Two multiple regression analyses were conducted in order to examine the predictive role of learning strategies in relation to locus of control and self-efficacy of gifted students
Self-efficacy is one of the factors that regulate the behaviour of gifted students, improves academic achievement, and leads to self-regulation

Summary

Introduction

Learning strategies are specific learning approach and mental processes, which students use to advance their foreign language knowledge. What makes the strategy positive and useful for the student is that: (a) it should focus on the foreign language learning tasks; (b) it should match the students' particular preferences in learning, and (c) the student chooses and uses an effective strategy and associates it with other relevant learning strategies Strategies that meet these conditions enable easier, faster and more enjoyable learning which is transferrable, efficient, and more focused on new situations (Oxford, 1990). Students are not always aware of the advantage and great potential of these strategies, the application of which in foreign language learning provides successful results (Nyikos and Oxford, 1993) They should be directed towards developing awareness of advantages of using learning strategies and instructed how to use a wider range of corresponding strategies. They are used consciously and intentionally, and their application is controlled by the student

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