Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs

    Research output: Contribution to journalArticle

    17 Citations (Scopus)

    Abstract

    This study examined Indonesian primary school students' strategy use in learning English. It also explored how these young learners' strategy use relates to their self-efficacy beliefs. The Indonesian Children's Strategy Inventory for Language Learning (SILL) and the Children's Self-efficacy in Learning English Questionnaire (C-SELEQ) were administered to 522 sixth graders. The young learners reported high use of socio-affective and metacognitive strategies and moderate use of cognitive strategies. The preferred strategies involved learning with/from others and regulating one's own learning, while the less preferred strategies mainly dealt with memorizing words and practicing outside the classroom. The results also indicated significant differences in strategy use between students who perceived themselves capable of performing English tasks and self-regulating their learning and students who did not. The study contributes to knowledge on the influential roles of self-efficacy - particularly self-efficacy in self-regulated learning.
    Original languageEnglish
    Pages (from-to)1-10
    Number of pages10
    JournalSystem
    Volume60
    DOIs
    Publication statusPublished - 2016

    Fingerprint

    learning strategy
    self-efficacy
    primary school
    language
    learning
    student
    Self-efficacy
    Language Learning Strategies
    Primary School
    Strategy Use
    classroom
    questionnaire
    Learning English
    Young Learners

    Cite this

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    title = "Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs",
    abstract = "This study examined Indonesian primary school students' strategy use in learning English. It also explored how these young learners' strategy use relates to their self-efficacy beliefs. The Indonesian Children's Strategy Inventory for Language Learning (SILL) and the Children's Self-efficacy in Learning English Questionnaire (C-SELEQ) were administered to 522 sixth graders. The young learners reported high use of socio-affective and metacognitive strategies and moderate use of cognitive strategies. The preferred strategies involved learning with/from others and regulating one's own learning, while the less preferred strategies mainly dealt with memorizing words and practicing outside the classroom. The results also indicated significant differences in strategy use between students who perceived themselves capable of performing English tasks and self-regulating their learning and students who did not. The study contributes to knowledge on the influential roles of self-efficacy - particularly self-efficacy in self-regulated learning.",
    keywords = "TESOL",
    author = "Elke STRACKE",
    year = "2016",
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    journal = "System",
    issn = "0346-251X",
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    Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs. / STRACKE, Elke.

    In: System, Vol. 60, 2016, p. 1-10.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs

    AU - STRACKE, Elke

    PY - 2016

    Y1 - 2016

    N2 - This study examined Indonesian primary school students' strategy use in learning English. It also explored how these young learners' strategy use relates to their self-efficacy beliefs. The Indonesian Children's Strategy Inventory for Language Learning (SILL) and the Children's Self-efficacy in Learning English Questionnaire (C-SELEQ) were administered to 522 sixth graders. The young learners reported high use of socio-affective and metacognitive strategies and moderate use of cognitive strategies. The preferred strategies involved learning with/from others and regulating one's own learning, while the less preferred strategies mainly dealt with memorizing words and practicing outside the classroom. The results also indicated significant differences in strategy use between students who perceived themselves capable of performing English tasks and self-regulating their learning and students who did not. The study contributes to knowledge on the influential roles of self-efficacy - particularly self-efficacy in self-regulated learning.

    AB - This study examined Indonesian primary school students' strategy use in learning English. It also explored how these young learners' strategy use relates to their self-efficacy beliefs. The Indonesian Children's Strategy Inventory for Language Learning (SILL) and the Children's Self-efficacy in Learning English Questionnaire (C-SELEQ) were administered to 522 sixth graders. The young learners reported high use of socio-affective and metacognitive strategies and moderate use of cognitive strategies. The preferred strategies involved learning with/from others and regulating one's own learning, while the less preferred strategies mainly dealt with memorizing words and practicing outside the classroom. The results also indicated significant differences in strategy use between students who perceived themselves capable of performing English tasks and self-regulating their learning and students who did not. The study contributes to knowledge on the influential roles of self-efficacy - particularly self-efficacy in self-regulated learning.

    KW - TESOL

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