تعداد نشریات | 44 |
تعداد شمارهها | 1,303 |
تعداد مقالات | 16,021 |
تعداد مشاهده مقاله | 52,490,870 |
تعداد دریافت فایل اصل مقاله | 15,218,043 |
The Relationship between EFL Learners’ Self-efficacy, Strategy Use and their Performance on a Grammar Test: Is there any Difference between High and Low Self-efficacious Learners? | ||
Journal of English Language Teaching and Learning | ||
مقاله 21، دوره 16، شماره 33، شهریور 2024، صفحه 391-414 اصل مقاله (1.03 M) | ||
نوع مقاله: Research Paper | ||
شناسه دیجیتال (DOI): 10.22034/elt.2024.61444.2644 | ||
نویسندگان | ||
Arezoo Nasimi* 1؛ Mansour Tavakoli2؛ Mohsen Rezazadeh2 | ||
1Department of Foreign Languages and Linguistics, Shiraz University, Iran | ||
2Department of TEFL, University of Isfahan, Iran | ||
چکیده | ||
Since the emphasis of the studies has shifted from a teacher-centered approach to a learner-centered one, researchers have discovered the significance of variables originating inside learners during the learning process. The present study was an attempt to focus on self-efficacy and strategy use as two learners’ variables. The purpose of this study was to investigate whether there is any relationship between EFL learners’ self-efficacy, strategy use, and grammar performance. In addition, it aimed to find out whether there is any difference between high self-efficacious learners and low self-efficacious learners in strategy use and grammar performance. To conduct the study, a non-experimental correlational design was used and thirty-five participants consisting of males and females studying English language teaching were selected randomly out of all the sophomores. Two questionnaires and a test were the main instruments in gathering data. Based on the results of the questionnaire, they were divided into two groups of high and low by using a normal distribution curve. As a result of running several data analysis tests, the findings of the present study revealed a significant relationship between EFL learners’ self-efficacy, strategy use, and their performance on a grammar test. Furthermore, it was illustrated that high self-efficacious learners performed better than low self-efficacious ones on the grammar test and grammar strategy use questionnaire. | ||
کلیدواژهها | ||
self-efficacy؛ grammar learning strategy؛ language learning strategy | ||
مراجع | ||
Arabski, J., & Wojtaszek, A. (Eds.). (2011). Individual learner differences in SLA. Multilingual Matters. Azizmohammadi, F., & Barjesteh, H. (2020). On the relationship between EFL learners' grammar learning strategy use and their grammar performance: Learners' gender in focus. Journal of Language Teaching and Research, 11(4), 583-592. http://dx.doi.org/10.17507/jltr.1104.08 Bandura, A. (2010). Self‐efficacy. The Corsini encyclopedia of psychology. 2010: 1-3. http://dx.doi.org/10.1002/9780470479216.corpsy0836 Bandura, A., & Watts, R. E. (1997). Self-efficacy in changing societies. Cambridge University Press. Bonyadi, A., Nikou, F. R., & Shahbaz, S. (2012). The relationship between EFL learners' self-efficacy beliefs and their language learning strategy use. English Language Teaching, 5(8), 113-121. http://dx.doi.org/10.5539/elt.v5n8p113 Çetinkaya, İ. G., & Tilfarlioğlu, F. Y. (2020). Three Factors Affecting Language Learning: Grammar Learning Strategies, Self-efficacy, and Learner Autonomy. Universal Journal of Educational Research, 8(7), 2929-2936. http://dx.doi.org/10.13189/ujer.2020.080721 Cohen, A. D. (2003). The Learner's Side of Foreign Language Learning: where do styles, strategies, and tasks meet? Collins, S. J., & Bissell, K. L. (2004). Confidence and competence among community college students: Self-efficacy and performance in grammar. Community College Journal of Research & Practice, 28(8), 663- 675. http://dx.doi.org/10.1080/10668920390254663 Dobakhti, L. (2020). The process of enhancing validity, reliability, and ethics in research. Iranian Journal of Applied Language Studies, 12(2), 59-88. https://doi.org/10.22111/IJALS.2020.5978 Doordinejad, F. G., & Afshar, H. (2014). On the relationship between self-efficacy and English achievement among Iranian third-grade high school students. International Journal of Language Learning and Applied Linguistics World, 6(4), 461-470. https://doi.org/10.22132/tel.2017.53185 Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates. Ellis, R. (2008). The study of second language acquisition. Oxford University. Griffiths, C. (2018). How Individual Differences Relate to Successful Strategy Use. Language learning strategies and individual learner characteristics: Situating strategy use in diverse contexts, 55. Hadden, C. (2000). The ironies of mandatory placement. Community College Journal of Research & Practice, 24(10), 823-838. http://dx.doi.org/10.1080/10668920050179826 Jinks, Jerry, & Morgan, V. (1999). Children's perceived academic self-efficacy: An inventory scale. The Clearing House, 72(4), 224-230. Larsen-Freeman, D. (2001). Teaching grammar. Teaching English as a second or foreign language, 3, 251-266. Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144-162. Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486-512. http://dx.doi.org/10.1016/j.cedpsych.2007.08.001 Miranda, V. (2022). The Effect of Self-Efficacy and Achievement Motivation on Self-Regulated Learning. Jurnal Pendidikan Ekonomi, Perkantoran, dan Akuntansi-JPEPA, 3(1), 151-160. http://dx.doi.org/10.23960/jpp.v13.i2.202303 Naseri, M., & Zaferanieh, E. (2012). The Relationship between Reading Self-Efficacy Beliefs, Reading Strategy Use and Reading Comprehension Level of Iranian EFL Learners. World Journal of Education, 2(2), 64-75. http://dx.doi.org/10.5430/wje.v2n2p64 Nurittamont, W. (2012). The relationship among organizational commitment, self-efficacy, and business performance: An empirical study of hotel businesses in Thailand. Journal of the Academy of Business & Economics, 12, 99-108. O’Malley, J. M., Chamot, A. U., Stewner-Manzanaraes, G., Küpper, L., & Russo,R. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557-584. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Bilingual Research Journal. 147-173 http://dx.doi.org/10.1515/9781614514749-008 Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context. New York and London: Routledge. Oxford, R. L., & Nyikos, M. (1989). Variables affecting the choice of language learning strategies by university students. Modern Language Journal, 73(3), 291-300. Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28. Paradewari, D. S. (2017). Investigating students’ self-efficacy of public speaking. International Journal of Education and Research, 5(10), 97-108. Pawlak, M. (2009). Grammar learning strategies and language attainment: Seeking a relationship. Research in Language, 7, 43-60. Pawlak, M. (2018). Grammar learning strategy inventory (GLSI): Another look. Studies in Second Language Learning and Teaching, 8(2), 351-379. http://dx.doi.org/10.14746/ssllt.2018.8.2.8 Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33. Prastiwi, A. (2019). Students’ Self-Efficacy in Grammar Class at English Department of Satya Wacana (Doctoral dissertation, Program Studi Pendidikan Bahasa Inggris FBS-UKSW). Unpublished masteral thesis, Kristen Satya Wacana University, Indonesia. Sawyer, M., & Ranta, L. (2001). Aptitude, individual differences, and instructional design (pp. 319-353). na. Siow, H. L., & Wong, M. S. L. (2003). Adolescents'self-efficacy and self-regulated learning practices in science. International Perspectives on Adolescence, 3, 367. Skehan, P. (1991). Individual differences in second language learning. Studies in second language acquisition, 13(2), 275-298. Tamada, Y. (1996). Japanese Learners' Language Learning Strategies: The Relationship between Learners' Personal Factors and Their Choices of Language Learning Strategies. Williams, M., & Burden, R. (1997). Motivation in language learning: A social constructivist approach. Cahiers de l'APLIUT, 16(3), 19-27. Wilson, K., & Narayan, A. (2016). Relationships among individual task self-efficacy, self-regulated learning strategy use and academic performance in a computer-supported collaborative learning environment. Educational Psychology, 36(2), 236-253. http://dx.doi.org/10.1080/01443410.2014.926312 Wolters, C. A., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33(7-8), 801-820. Wu, X., Lowyck, J., Sercu, L., & Elen, J. (2012). Self-efficacy, task complexity, and task performance: Exploring interactions in two versions of vocabulary learning tasks. Learning Environments Research, 15, 17–35. doi:10.1007/s10984-012-9098-2. Yule, G. (2015). Oxford practice grammar advanced. Oxford University Press. Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30(4), 397-417. http://dx.doi.org/10.1016/j.cedpsych.2005.05.003 | ||
آمار تعداد مشاهده مقاله: 293 تعداد دریافت فایل اصل مقاله: 206 |