High-proficiency EFL learners use more metacognitive strategies, effort regulation, and coping with problems than low-proficiency learners¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The H group scored significantly higher than the L group on metacognitive strategies (t(43) = -2.53), effort regulation (t(95) = -3.20), and coping with problems (t(95) = 3.00). → Fukuda 2018

Evidence¶

Fukuda 2018¶

Fukuda, A. (2018). The Japanese EFL Learners' Self-Regulated Language Learning and Proficiency. Journal of Pan-Pacific Association of Applied Linguistics, 22(1), 65-87. https://doi.org/10.25256/PAAL.22.1.4

q2 · i? · associational · r1

Independent-samples t-tests on MSLQ learning-strategy factors comparing the 67-student L group and 30-student H group. The study reports "significant differences between the L and H groups" with H-group participants receiving higher scores on MCS, ER, and CP; coping with problems showed the largest difference (L-H = -0.81).

"Independent sample t-tests also revealed significant differences between the L and H groups in MCS (t (43) = -2.53, p < .05), ER (t (95) = - 3.20, p < .01), and CP ( t (95) = 3.00, p < .01)."

Discussion¶

Learner Variables¶

• Affect Regulation — predictor: learners who differ on it differ in outcomes
• Metacognition — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Metacognitive strategies, effort regulation, and coping with problems significantly predict Japanese EFL learners' proficiency — related
• Low- and high-proficiency EFL learners differ significantly in self-efficacy, intrinsic goal orientation, and test anxiety — related
• Motivational SRL factors correlate with but do not directly predict Japanese EFL learners' proficiency — related
• Metacognitive strategy use correlates positively with EFL reading comprehension achievement (r = .54) — related
• Lack of knowledge of cognition, regulation of cognition, and intrinsic motivation hinder learners' metacognitive strategy use — related
• Successful readers out-use less successful readers on global and support strategies but not problem-solving strategies — related
• Achievement, effort-related variables, (meta-)cognitive learning strategies, and goal orientations are the most frequently reported correlates of motivation regulation — related
• Effective self-regulators score significantly higher than less effective self-regulators on achievement goals, metacognition, all four study strategies and exam scores, with equal intellectual ability — related