Investigating Self-efficacy and Self-regulated Learning among Students of English Pedagogy
Main Article Content
Abstract
Self-efficacy and self-regulated learning (SRL) are believed to be two variables contributing significantly to academic achievement across learning settings at higher education. The present study aims to investigate the levels of these two variables among teacher students of English pedagogy at a local university in Vietnam. These students comprise four groups of freshmen, sophomores, juniors, and seniors. A mixed-method approach was applied in the present study. For quantitative data, a structured questionnaire was used to survey 314 target students. For qualitative data, 16 of them were interviewed individually for more information about sustained SRL activities, including the perceived role of sustained SRL over time, challenges faced, and strategies to sustain SRL consistently. The quantitative questionnaire results show that self-efficacy and SRL strategies among freshmen and sophomores are only at an upper average level, while those of juniors and seniors reach a high level. That significant difference in the two variables between the first two groups and the other two was confirmed by statistical SPSS tests. Accordingly, a tentative conclusion is that EFL teacher students need approximately two years’ mastery experience at college to reach a high level in self-efficacy and SRL skills. However, interview results revealed that all interviewed students across the four groups appeared to acquire a decent knowledge about the role of sustaining SRL activities over time and specific strategies against related challenges and negative impacts from different factors. The results obtained provide several practical pedagogical recommendations and further research on issues under discussion.
Keywords
Mastery experience, self-efficacy, self-regulated learning (SRL), strategy
Article Details
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