Self-Regulation and Self-Efficacy for the Improvement of Listening Proficiency outside the Classroom

Autor/in	Yabukoshi, Tomoko
Titel	Self-Regulation and Self-Efficacy for the Improvement of Listening Proficiency outside the Classroom
Quelle	In: Language Learning Journal, 49 (2021) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2018.1472626
Schlagwörter	Self Management; Self Efficacy; Self Evaluation (Individuals); Listening Skills; Skill Development; English (Second Language); Second Language Learning; Language Tests; Learning Strategies; Metacognition; Goal Orientation; Learning Motivation; Task Analysis; Independent Study; Linguistic Input; Undergraduate Students; Males; Private Colleges; Foreign Countries; Japan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Selbstmanagement; Self-efficacy; Selbstwirksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zielorientierung; Zielvorstellung; Motivation for studies; Lernmotivation; Aufgabenanalyse; Selbststudium; Sprachbildung; Male; Männliches Geschlecht; Privathochschule; Ausland
Abstract	This paper reports on a qualitative inquiry into Japanese students' self-regulated learning processes to improve their listening proficiency outside the classroom in an English as a foreign language context. Four Japanese university students with different levels of self-efficacy and listening outcomes were closely examined from a social cognitive perspective. The analysis of the data gathered from learning diaries, interviews and other self-reports showed that (1) the students with high self-efficacy were specific, diverse and frequent in their self-regulated processes, while their peers with low self-efficacy were not active in these processes and (2) in particular, a self-efficacious student who made greater listening progress exhibited sophisticated metacognitive strategy use in his entire self-regulated learning process, which was likely to promote effective self-regulatory cycles. These results shed light on the potential interactions between self-regulation, self-efficacy and language gains in the self-instructional learning setting. The implications of these findings for language teachers and learners are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01