Relationship Between Self-regulated Learning Strategies And Self-efficacy And Its Impact On College Students’ English Learning

Self-regulated learning(SRL) has been a major subject in the field of educationalpsychology since1980s. A large number of researches and experiments made byself-regulated researchers have proved that self-regulated learners are able toself-control and monitor their own learning. And this kind of behavior will make asignificant influence on their academic achievements. One of self-regulated learners’characteristics is that they can improve their learning through selective using ofmetacognitive strategies and motivational strategies, etc. Thus the study ofself-regulated learning will not only be beneficial for the profound understanding ofits theories but also be helpful to improve the autonomy, efficiency and ability oflearning.Self-efficacy, learners’ subjective judgment of their own learning ability, is thecenter of Bandura’s learning theory. In recent decades, researchers made a lot of studyof its impact on self-regulated learning strategies and academic achievements. Theresult shows that self-efficacy has positive impact on self-regulated learning strategiesand academic achievements, so they are closely related. However, there is littleresearch as to SRL strategies’ influence on self-efficacy both domestically and abroad.Therefore, the author of this thesis will investigate the relationship between SRLstrategies and self-efficacy with the following questions: is there any relationshipbetween these two facets? If so, how do they affect each other? How does thisrelationship impact college students’ English learning?125students are randomly selected to answer two questionnaires in this research.After careful analysis, the following findings hae been drawn out: 1. Most college students are able to use several self-regulated learning strategies tohelp their learning, improve learning efficiency and ability. Regulation strategy andrehearsal strategy are most often used among the subject;2. Students have confidence in their English learning that most of them believethey can control and monitor their own learning.3. Relationship between SRL strategies and self-efficacy is positive. That is to say,high level of self-efficacy positively influences students’ use of SRL strategies duringtheir English learning, and efficient usage of SRL strategies also has a positive impacton self-efficacy;4. The positive relationship between SRL strategies and self-efficacy impact onstudents’ academic achievements in a positive way. These three elements are closelyrelated. Most learners who can efficiently use SRL strategies a lot usually get betteracademic achievements with higher level of self-efficacy while the others who useless efficiently can hardly achieve their personal goals.Based on the four main findings, the author gives some pedagogical implicationsand suggestions for college teachers and students on their English teaching andlearning. From the aspect of self-efficacy, the author considers that teachers andstudents might be able to improve its level through setting proper goals, choosingsuitable models, giving appropriate evaluation, keeping good mental conditions, etc.From the aspect of self-regulated learning strategies, the author suggests that keepingstudents’ positive role in learning and taking advantages of learning resources areuseful methods.