Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language

These case studies provide a description of five undergraduates’ self-efficacy beliefs and use self-regulated learning strategies related to English as second language. A qualitative research design with purposive sampling method was used. Semi-structured interviews were conducted investigate the context language explore self-reported (SRL) strategies. Classroom observations document analysis also used for data collection. The findings showed relationship between self-efficacy, strategies, participants’ proficiency. Pedagogical implications instructors are highlighted. ESL may be enhanced through positive successful past experiences constructive feedback scaffolding by instructors. Self-regulated instruction should incorporated in developing learners.