Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms
Language learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development of learners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universitat Politècnica de València
2022-07-01
|
| Series: | Revista de Lingüística y Lenguas Aplicadas |
| Subjects: | |
| Online Access: | https://polipapers.upv.es/index.php/rdlyla/article/view/16122 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850117406557470720 |
|---|---|
| author | Marco Cancino Renata Arenas Camilo Herrera |
| author_facet | Marco Cancino Renata Arenas Camilo Herrera |
| author_sort | Marco Cancino |
| collection | DOAJ |
| description | Language learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development of
learners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2 language proficiency is related to both constructs in EFL contexts. Therefore, the present quantitative study gathered questionnaire data to characterize the relationship between the LLSs, SE perceptions, and L2 language proficiency of 47 adult EFL learners at a Chilean university. Results revealed significant strong correlations between speaking SE and cognitive strategies, as well as between writing SE and memory strategies. Weak but significant correlations were found between language proficiency and receptive skills (listening and writing SE). Pedagogical implications refer to the ways in which EFL teachers can increase their learners’ use of metacognitive strategies and increase their SE. |
| format | Article |
| id | doaj-art-5da8b99c85294a9eabab31d0f39377f0 |
| institution | OA Journals |
| issn | 1886-2438 1886-6298 |
| language | English |
| publishDate | 2022-07-01 |
| publisher | Universitat Politècnica de València |
| record_format | Article |
| series | Revista de Lingüística y Lenguas Aplicadas |
| spelling | doaj-art-5da8b99c85294a9eabab31d0f39377f02025-08-20T02:36:06ZengUniversitat Politècnica de ValènciaRevista de Lingüística y Lenguas Aplicadas1886-24381886-62982022-07-01171910.4995/rlyla.2022.1612213357Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classroomsMarco Cancino0Renata Arenas1Camilo Herrera2Universidad Andres BelloUniversidad Andres BelloUniversidad Andres BelloLanguage learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development of learners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2 language proficiency is related to both constructs in EFL contexts. Therefore, the present quantitative study gathered questionnaire data to characterize the relationship between the LLSs, SE perceptions, and L2 language proficiency of 47 adult EFL learners at a Chilean university. Results revealed significant strong correlations between speaking SE and cognitive strategies, as well as between writing SE and memory strategies. Weak but significant correlations were found between language proficiency and receptive skills (listening and writing SE). Pedagogical implications refer to the ways in which EFL teachers can increase their learners’ use of metacognitive strategies and increase their SE.https://polipapers.upv.es/index.php/rdlyla/article/view/16122language learning strategiesself-efficacyefl learningl2 proficiency |
| spellingShingle | Marco Cancino Renata Arenas Camilo Herrera Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms Revista de Lingüística y Lenguas Aplicadas language learning strategies self-efficacy efl learning l2 proficiency |
| title | Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms |
| title_full | Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms |
| title_fullStr | Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms |
| title_full_unstemmed | Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms |
| title_short | Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms |
| title_sort | exploring the relationship between l2 language proficiency language learning strategies and self efficacy evidence from chilean classrooms |
| topic | language learning strategies self-efficacy efl learning l2 proficiency |
| url | https://polipapers.upv.es/index.php/rdlyla/article/view/16122 |
| work_keys_str_mv | AT marcocancino exploringtherelationshipbetweenl2languageproficiencylanguagelearningstrategiesandselfefficacyevidencefromchileanclassrooms AT renataarenas exploringtherelationshipbetweenl2languageproficiencylanguagelearningstrategiesandselfefficacyevidencefromchileanclassrooms AT camiloherrera exploringtherelationshipbetweenl2languageproficiencylanguagelearningstrategiesandselfefficacyevidencefromchileanclassrooms |