この論文をさがす
抄録
Researchers, especially in the field of educational psychology, have argued that self-efficacy plays an important role in self-regulated learning. As such, teaching of self-regulated learning often focuses on enhancing self-efficacy. However, few studies have examined how the process of self-regulated learning might lead to the enhancement of self-efficacy. Therefore, the aim of this study was to investigate the effects of the self-regulated vocabulary learning process on self-efficacy. A total of 303 learners of English as a Foreign Language from two universities participated in the study. They completed a questionnaire measuring the process of self-regulated learning (i.e. forethought, performance or volitional control, and self-reflection). They also completed a vocabulary test as a measure of learning outcome. Correlation analysis was employed to evaluate the relationships between various variables investigated in the study. The results showed that self-regulated learning process can boost self-efficacy and increase vocabulary knowledge. The pedagogical implications of the current study are discussed mainly in terms of incorporating instructions aimed at enhancing self-efficacy and self-regulation in vocabulary teaching.
This research was made possible by a Grant-in-aid for Scientific Research (No. 24720276) from the Japan Society for the Promotion of Science.
収録刊行物
-
- Innovation in Language Learning and Teaching
-
Innovation in Language Learning and Teaching 7 (3), 253-265, 2013-10-21
Taylor & Francis
- Tweet
キーワード
詳細情報 詳細情報について
-
- CRID
- 1050282677892265728
-
- NII論文ID
- 120006404751
-
- NII書誌ID
- AA12609490
-
- HANDLE
- 10112/13005
-
- ISSN
- 17501229
-
- 本文言語コード
- en
-
- 資料種別
- journal article
-
- データソース種別
-
- IRDB
- CiNii Articles