대한언어학회 전자저널

Cho, Young Ah & Kim, Youngsu. (2019). The relationship between self-efficacy beliefs and self-regulated learning strategies in Korean EFL learners. The Linguistic Association of Korea Journal, 27(3), 53-74. The present study analyzes learners' self-efficacy beliefs and self-regulated learning strategy use in an L2 English learning context, mainly focusing on Korean high school students. One-hundred and seventy-three participants were assigned to high-, medium-, and low-proficiency groups. Three instruments were administered, a background questionnaire, the Questionnaire of English Self-Efficacy, and the Questionnaire of English Self-Regulated Learning Strategies. The results reveal that there were significant differences among groups in terms of self-efficacy beliefs for listening, speaking, reading, and writing, showing that high-proficiency learners held a higher sense of self-efficacy than medium- and low-proficiency learners. The study also indicates that there were significant differences among groups when looking at self-regulated learning strategy use. Successful learners employed more self-regulatory skills than others. Additionally, a positive correlation was found between self-efficacy and self-regulation. Based on the results, pedagogical implications are suggested.

# self-efficacy beliefs # self-regulated learning strategies # proficiency levels # Korean high school students # L2 context

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