ERIC Number: ED445521
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
Elementary Immersion 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 French, Japanese, and Spanish elementary immersion students. Previous and concurrent research conducted by the National Capital Language Resource Center (NCLRC) indicated that secondary level language students show positive correlations between the amount of learning strategies use and level of self-efficacy. However, no research has investigated whether this correlation is positive with younger students. Through two questionnaires, The Immersion Language Learning Strategies Questionnaire and The Immersion Self-Efficacy Questionnaire, researchers were able to collect and analyze data on elementary school students' reported use of strategies and self confidence to address the research question: "Do students who show greater use of language learning strategies perceive themselves to be more effective language learners?" Results revealed that younger students, grades 4-6, who reported greater strategy use also perceived themselves to be more confident learners. This information provides incentive for teachers to teach and promote strategies for use in the classroom as a way of increasing students' self confidence as learners who may then be more ready to take on challenging learning tasks. Tables and matrices display detailed data and findings. Both questionnaires are appended as appendix A and B. 5 references. (Author/KFT)
Descriptors: Classroom Techniques, Cognitive Development, Cognitive Style, Elementary Education, Elementary School Students, French, Immersion Programs, Japanese, Learning Strategies, Learning Theories, Questionnaires, Second Language Instruction, Second Language Learning, Self Efficacy, Self Esteem, Spanish, Student Attitudes, Teaching Methods, Thinking Skills
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: National Capital Language Resource Center, Washington, DC.
Note: For related document, see FL 026 388. National Capital Language Resource Center was formerly the National Foreign Language Resource Center.