ERIC Number: ED445517
Record Type: RIE
Publication Date: 2000
High School Foreign Language Students' Perceptions of Language Learning Strategies Use and Self-Efficacy.
National Capital Language Resource Center, Washington, DC.
This study investigated the relationship of language learning strategies use and self-efficacy of high school students learning Chinese, German, Russian, Japanese, and Spanish. Through two questionnaires, The Language Learning Strategies Questionnaire and The Self-Efficacy Questionnaire, researchers were able to collect and analyze data on students' reported use of strategies and self-confidence to address the research question: "Do students who show greater use of language learning strategies perceived themselves to be more effective language learners?" Results revealed that students who reported greater strategy use also perceive themselves as more confident learners. This information provides incentive for teachers to promote strategies use in the classroom as a way of increasing students' self-confidence. Specific conclusions and recommendations include the following: (1) learning strategies should be explicitly taught in a methodical, progressive fashion; (2) strategy use should be considered part of the assessment process; (3) teachers should consider using a framework that incorporates learning strategies into lesson design and instruction; (4) the issue of motivation should be addressed from the first day of class; (5) students themselves should be involved in the process of assessing their work. 3 tables and 5 references are included. (Author/KFT)
Descriptors: Chinese, Classroom Techniques, Cognitive Development, Cognitive Style, German, High School Students, High Schools, Japanese, Learning Strategies, Learning Theories, Questionnaires, Russian, Second Language Instruction, Second Language Learning, Self Efficacy, Self Esteem, Spanish, Student Attitudes, Teaching Methods, Thinking Skills
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: National Capital Language Resource Center, Washington, DC.
Note: For related document from the same preparing institution, see FL 026 392. National Capital Language Resource Center was formerly the National Foreign Language Resource Center.