English language learners' self-efficacy profiles and relationship with self-regulated learning strategies

Causal Relationships between Integrative Motivation, Self-Efficacy, Strategy Use and English Language Achievement

“…The significance of these factors in the learning process has motivated many researchers (Bandura 1997, Chiang, Yang, Huang & Liou 2014, Domakani, Roohani & Akbari, 2012, Kim, Wang, Ahn & Bong 2015, Zubairi & Sarudin 2009) to examine the effect of the variables on each other as well as on the learning itself, involving various processes and outcomes. In Iran, where the present study is located, for the past several years there has been a heightened sense of dissatisfaction regarding students' poor level of English achievement.…”

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“…Using latent profile analysis (LPA), Kim et al (2015) examined different patterns of self-efficacy beliefs among ESL learners. Having defined three groups of language learners based upon their selfefficacy, the results revealed that the high and medium self-efficacy learners were disproportionately female in comparison with the low self-efficacy profile.…”

“…Between 2009 and 2014, in-service teachers were encouraged to attend 600-hour courses (ibid); each regional educational office has certified in-service teachers who can conduct lessons in English since 2010 (Choi, 2015;Yi et al, 2011), although recently the pressure from the government on teachers to be certified has decreased. These initiatives have not had impact to the degree desired, partly due to the backwash from the college entrance exam, which mainly focuses on listening and reading skills and grammatical knowledge (Choi, 2017a), and partly due to some teachers" limited English proficiency and insufficient knowledge of pedagogy using English as the MOI (Ahn, 2015). Still, various survey results show that most teachers at least in part use English as the MOI: in teacher surveys on MOI for ELT, which included the item on the exclusive use of Korean, no one reported exclusively using Korean as the MOI (e.g., Hwang et al, 2012;Min, 2008).…”

“…For instance, Maboob and Lin (2016) demand that the role of local languages be integrated into theorisation and practice of L2 teaching, and exemplifies such effort through a multimodalities cycle model where students learn about a new topic through both L1 and L2 and express their ideas using both languages before they switch to full L2 mode. Further relevant research is still required, however, as the MOI use is context-dependent: Ahn (2015), in a recent review of the past 50 years of research on ELT in Korea, identifies a research gap in the relationship between the MOI and students" learning in English classrooms, and calls for further research.…”

“…Here, the problem is with the actual rater which is called error. This difference or error can be conceptualized in terms of severity or leniency (Kim, 2015;Lunz & Stahl, 1990). McNamara (1996) asserts that differences between raters are varied.…”