Self-Efficacy and Self-Regulation as the Predictors of Use of Oral Communication Strategies in EFL Contexts

Hamideh Abbasi, Mania Nosratinia

Abstract


The present study aspired to systematically investigate the relationship among EFL learners’ Self-Regulation (SR), Self-Efficacy (SE), and their Use of Oral Communication Strategies (UOCS). To this end, 367 male and female undergraduate students, within the age range of 20 to 30 (Mage = 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely the Oral Communication Strategies Inventory (Nakatani, 2006), the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), and the SE Questionnaire (Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, & Rogers, 1982). Both parametric and non-parametric formulas were conducted to inspect the significance of the relationships. The results revealed that there was a significant and positive correlation between SR and UOCS, SE and UOCS, and SE and SR. Furthermore, a regression analysis revealed that only SR makes a strong statistically significant unique contribution to predicting UOCS (β = 0.682, t = 15.3, p = 0.0005). SE did not turn out to be a significant predictor of UOCS scores. The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.

Keywords


Internal Factors, Oral Communication Strategies, Self-efficacy, Self-regulation, Speaking

Full Text:

PDF

References


Abedini, A, & Rahimi, A. (2009). The interface between EFL learners' self-efficacy concerning listening comprehension and listening proficiency. Novitas-Royal, 3(1), 14-28.

Aregu, B. B. (2013). Enhancing self-regulated learning in teaching spoken communication: Does it affect speaking efficacy and performance? Electronic Journal of Foreign Language Teaching, 10(1), 96-109.

Ashton-Hay, S. (2006) Constructivism and powerful learning environments: Create your own! Paper presented at the 9th International English Language Teaching Convention: The Fusion of Theory and Practice, Middle Eastern Technical University, Ankara, Turkey. Retrieved May 22, 2015, from http://eprints.qut.edu.au/17285/1/17285.pdf

Baker, L. & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil & P. Mosenthal (Eds.), Handbook of Reading Research (pp. 353-394). New York: Longman.

Balzarotti, S., John, O. P., & Gross, J. J. (2010). An Italian adaptation of the emotion regulation questionnaire. European Journal of Psychological Assessment, 26, 61-67.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, New Jersey: Prentice-Hall.

Best, J. W., & Kahn, J. V. (2006). Research in education (10th ed.). Boston, MA: Pearson Education, Inc.

Bialystok, E. (1990). Communication strategies: A psychological analysis of second language use. London: Blackwell.

Chiu-Ping, H. (2010). Exploring factors affecting the use of oral communication strategies. Retrieved June 11, 2015, from http://www.lhu.edu.tw/m/oaa/synthetic/publish/publish/30/8.%E9%BB%83%E7%A7%8B%E8%90%8D-Exploring%20Factors%20Affecting%20the%20Use%20of%20Oral%20Communication%20Strategies.pdf

Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). NJ: Lawrence Erlbaum Associates.

Cohen, A. D. & Macaro, E. (2007). Language learner strategies: 30 years of research and practice. Oxford, UK: Oxford University Press.

Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29(1), 55-85.

Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning. 47, 173-210.

Dulewicz, V., & Higgs, M. (2004). Can emotional intelligence be developed? International Journal of Human Resource Management, 15(1), 95-111.

Ehrman, M. (1996). An exploration of adult language learner motivation, self-efficacy and anxiety. In Oxford R. (Ed.) Language Learning Motivation: Pathways to the New Century (pp. 81-103). Honolulu: University of Hawaii Press.

Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.

Erton, I. (2010). Relations between personality traits, language learning styles and success in foreign language achievement. Journal of Education, 38,115-126.

Faerch, C., & Kasper, G. (1983). Plans and strategies in foreign language communication. In C. Faerch, & G. Kasper (Eds.), Strategies in Interlanguage Communication (pp. 20-60). New York, USA: Longman.

Fahim, M. & Zaker, A. (2014). EFL learners' creativity and critical thinking: Are they associated? Humanising Language Teaching, 16(3). Retrieved March 9, 2015, from http://www.hltmag.co.uk/jun14/mart01.htm

Garcia-Duncan, T. & McKeachie, W. J. (2005). The Making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40, 117-128.

Garcia-Duncan, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in classroom. In D. H. Schunk, & B. J. Zimmerman (Eds.), Self-regulation of Learning and Performance (pp. 127-154). Hillsdale, NJ: Erlbaum.

Kivinen, M. (2002). Progress and chaos. Russia as a challenge for sociological imagination. Helsinki: Kikimora Publications.

Lightbown, P., & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Oxford University Press.

Littlemore, J. (2001). An empirical study of the relationship between cognitive style and the use of communication strategy. Oxford Journals. 22(2), 241-265.

Livingston, J. A. (1997). Metacognition: An overview. Retrieved August 2015 from: http://gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm

Luszczynska, A., Gutiérrez-Doña, B., & Schwarzer, R. (2005). General self-efficacy in various domains of human functioning: Evidence from five countries. International Journal of Psychology, 40(2), 80-89.

Marashi, H. & Moghadam, M. (2014). The differencs between field-dependent and field-independent EFL learners' critical thinking and use of oral communication strategies. International Journal of Language Learning and Applied Linguistics World), 7(3), 434-458.

Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd ed.). London: Edward Arnold.

Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use. Modern Language Journal, 89 (1), 76-91.

Nakatani, Y. (2006). Developing an oral communication strategy inventory. The Modern Language Journal, 90 (2), 151-168.

Nakatani, Y. (2010). Identify strategies that facilitate EFL learners' oral communication: A classroom study using multiple data collection procedures. The Modern Language Journal, 94, 116-136.

Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. Bower (Eds.), The Psychology of Learning and Motivation (Vol. 26, pp. 125-173). New York: Academic Press.

Nosratinia, M., & Zaker, A. (2014). Metacognitive attributes and liberated progress: The association among second language learners’ critical thinking, creativity, and autonomy. SAGE Open, 4(3), 1-10. doi: 10.1177/2158244014547178.

O' Donnell, A., Reeve, J., & Smith, J. (2012). Educational psychology: Reflection for action (3rd ed.). Hoboken, NJ: Wiley.

Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, selfconcept, and school achievement. In R. Riding, & S. Rayner (Eds.), Self-perception (pp. 239- 266). London: Ablex Publishing.

Pintrich, P. R. (1995). Understanding self-regulated learning. New Directions for Teaching and Learning, 63, 3-12.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 452-502). San Diego, CA: Academic Press.

Printrich, P. R., Smith, D. A., Garcia, T. & McKeachie. W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor: University of Michigan.

Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.

Reder, L. Y., & Schunn, C. D. (1996). Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory. In L. Y. Reder (Eds.), Implicit Memory and Metacognition (pp. 45-78). Mahah, NJ: Erlbaum.

Sarvghadi, Sh. (2016). The relationship among EFL learners' willingness to communicate, autonomy and use of oral communication strategies (Unpublished master’s thesis). Islamic Azad University at Central Tehran, Iran.

Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 75-99). Hillsdale, NJ: Erlbaum.

Schunk, D. H. (1996). Goal and self-evaluaive influences during children’s cognitive skill learning. American Editorial Research Journal, 33, 359-382.

Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 209-231.

Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The Self-Efficacy Scale: Construction and validation. Psychological Reports, 51, 663-671.

Skantze, G. (2005). Exploring human error recovery strategies: Implications for spoken dialogue systems. Speech Communication, 45, 325-341.

Springer, K. (2010) Educational research: A contextual approach. Hoboken, NJ: Wiley.

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston, MA: Pearson Education, Inc.

Tarone, E. (1981). Some thoughts on the notion of communication strategy. TESOL Quarterly, 15(3), 285-295.

Theng, Y. L. (2012). Investigating effects of avatars on primary school children's affective responses to learning. Journal on Multimodal user interfaces, 5(1-2), 45-52.

Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2005). Assessing Academic Self- Regulated Learning. In K.A.Moore, L. H. Lippman, K. A. Moore, & L. H. Lippman (Eds.), What do children need to flourish: Conceptualizing and measuring indicators of positive development (pp. 251-270). New York, NY US: Springer Science Business Media.

Zaker, A. (2015). EFL learners' language learning strategies and autonomous learning: Which one is a better predictor of L2 skills? Journal of Applied Linguistics-Dubai, 1(1), 27-39.

Zaker, A. (2016a). Social constructivism and metacognition in an EFL context: Inspecting the contribution of critical thinking to EFL learners' social intelligence. Humanising Language Teaching 18.6. Retrieved December 27, 2016, from www.hltmag.co.uk/dec16/index.htm

Zaker, A. (2016b). The acculturation model of second language acquisition: Inspecting weaknesses and strengths. Indonesian EFL Journal, 2(2), 80-87.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81 (3), 329-339.

Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30, 217-221.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. Journal of American Educational Research, 45, 166-183.

Zimmerman, B. J. & Schunk, D. H. (2001). Self-regulating intellectual processes and outcomes: A social cognitive perspective. In D. Y. Dai and R. J. Sternberg (Eds.), Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development (pp. 143–174). Mahwah, NJ: Lawrence Erlbaum.




DOI: https://doi.org/10.7575/aiac.ijalel.v.7n.4p.14

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.