A Study of the Relationship between English Self-concept and Language Learning Strategies

Abstract

Abstract-The present study concentrated on the relationship between self-concept and language learning strategies. Participants of the study were 157 students from one University in Shandong, China. Quantitative data was collected through two questionnaires. The first one was the revised Chinese version of self-concept scale modified by Pan (2003) from Marsh's (1992) SQDII. Another inventory based on Oxford' classification system of learning strategies (SILL) was used to assess learner's strategy use. By the reliability analysis, it was found that all these coefficients were significantly high, and the two questionnaires were reliable respectively. Based on the detailed analysis of data, some major findings through statistical analysis of SPSS 13.0 were summarized as follows. First of all, the subjects' English self-concept was medium, and the subjects' English pronunciation self-concept was better than their general English self-concept and English speaking self-concept. Second, gender had no significant effects on the general English self-concept and English speaking self-concept. Finally, in terms of the relationship between English self-concept and language learning strategies, by Pearson correlation coefficients and multiple regressions, it was concluded that general English self-concept, English speaking self-concept and English pronunciation self-concept had the highest correlation level with the cognitive strategy, and English pronunciation self-concept had the weakest correlation level with the memory strategy and compensatory strategy. The findings of the study imply that there are some pedagogical implications for English learning and teaching. At the same time, teachers should attach importance to enhancing students' English self-concept level in training their language learning strategies.

EFL Self-Concept in an English Drama Club: A Case Study of Two English Language Education Department Students

“…The first student did it successfully and the second did it less successfully. In addition, the imbalance inhibited the third learner to make any effort [25]. These findings showed that when a group of students have the same level or form of self-concept, the way a student behaves in relation to that self-concept might differ.…”

“…This means that its relation to the factor studied was treated as a straightforward phenomenon and the possibility that multiple variables might take place in its formation was ignored. A study by Chen [25] tried to fill this gap by using a qualitative case study design in studying the complexity of self-concept system. Studying three EFL students, Chen [25] concluded that the imbalance between general self-concept and specific self-concept (for example, a student believes that he is good in English, but not in pronunciation) can result in different outcome.…”

“…A study by Chen [25] tried to fill this gap by using a qualitative case study design in studying the complexity of self-concept system. Studying three EFL students, Chen [25] concluded that the imbalance between general self-concept and specific self-concept (for example, a student believes that he is good in English, but not in pronunciation) can result in different outcome. In the study, the imbalance inspired the two students to make efforts to improve specific language skills.…”

The Relationship between English Pronunciation Self-Concept and English Learning

“…By pass of time, novel experiences accumulate which are influenced by pas experiences. As individuals grow older they may feel more need to protect their fragile ego (Du, 2012). The results of Jing's (2006) study revealed that English self-concept also impacts on the application of learning strategies.…”

Gender and Achievement Differences in Secondary Students’ Verbal Self-Concepts: A Closer Look beyond Bivariate Comparison

“…Here again, across various grade levels and educational tracks the female students consistently displayed better outcomes in learning English as a foreign language than male students (Hartig & Jude, 2008;Lehmann, Gänsfuß & Husfeldt, 2011;Nikolova, 2011;Nikolova & Ivanov, 2010;Schilling, Sparfeldt & Rost, 2006;Winkelmann & Groeneveld, 2010;Zaunbauer, Retelsdorf & Möller, 2009). However, whilst some studies reported significant self-concept differences favoring the female language learners (Dörnyei & Clément, 2001;Du, 2012;Heinzmann, 2009;Henry, 2009;Schilling, Sparfeldt & Rost, 2006), other studies failed to demonstrate any gender differences in the L2 self-concept (Daniels, 2008;Helmke, Schrader, Wagner, Nold & Schröder, 2008;Holder, 2005;Krätschmar, 2010;Kurman, 2004;MacIntyre, Baker, Clément & Donovan, 2002;Skaalvik & Skaalvik, 2004;Zaunbauer, Retelsdorf & Möller, 2009). …”