The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students

Aisah Apridayani,Adisa Teo

doi:10.24815/siele.v8i3.20213

Abstract

This study examined the interplay among self-regulated learning (SRL) strategies, English self-efficacy, and English proficiency of EFL students at the university level in Thailand. The data collection instruments comprised the Self-Regulated Learning Strategies Questionnaire (SRLSQ), English Self-Efficacy Questionnaire (ESEQ), and a standardized English proficiency test. It involved 215 first-year non-English major students through purposive and random sampling methods. The collected data were examined by using descriptive statistics, Pearson’s correlation, and multiple-linear regression analyses. The results disclosed that lower-level Thai EFL students – A1 and A2 had a high use of SRL strategies. However, for higher proficiency levels – B1 and B2, it was only B2 students who reported high use of SRL strategies. B1 students reported that they only employed SRL strategies moderately. Moreover, higher proficiency students had higher levels of English self-efficacy than those with lower proficiency levels. A direct influence was observed between students’ use of SRL strategies and their English proficiency levels, yet self-efficacy only possessed an indirect effect. This study proposes some practical ideas to integrate SRL strategies into the English curriculum and instructions and enhance Thai EFL students’ English self-efficacy.

Highlights

The Ministry of Education of Thailand officially made English one of the compulsory subjects from primary school level onwards in 1996, emphasizing proficiency-based curriculum which was aimed at developing students’ English proficiency required to perform communication, acquire knowledge and advance career involving the use of English as a tool (Wongsothorn et al, 2002)
All the amendments in the English curriculum were triggered by the huge concerns with the low English proficiency of Thai students and the need to improve Thai global competitiveness to cope with international events and demands
The curriculum changes and the low level of English proficiency of Thai students in the last decade have driven the present study to contemplate the question: ‘If the level of English proficiency students attained indicates the level of their success in learning English or the lack of it, what is it, that can potentially contribute to their success in learning English?’ A growing number of studies have identified students’ self-regulated learning (SRL) strategies and self-efficacy as key factors to success in learning English (Cazan, 2012; Cho & Kim, 2019)

Summary

Introduction

The Ministry of Education of Thailand officially made English one of the compulsory subjects from primary school level onwards in 1996, emphasizing proficiency-based curriculum which was aimed at developing students’ English proficiency required to perform communication, acquire knowledge and advance career involving the use of English as a tool (Wongsothorn et al, 2002). SRL strategies are the actions students use in their efforts to acquire information/skill encompassing agency, purpose, and instrumentality self-perceptions (Zimmerman & Pons, 1986), while selfefficacy refers to people’s judgments about their competencies to perform a task (Bandura, 1977). Both were found to be positively correlated (Wang & Bai, 2017)

Results

Discussion

Conclusion