Metacognitive strategies, effort regulation, and coping with problems significantly predict Japanese EFL learners' proficiency¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Metacognitive strategies (r = .307), effort regulation (r = .332), and coping with problems (r = .270) each significantly correlated with and predicted TOEIC proficiency variance, with metacognitive strategies β = .374. → Fukuda 2018 q2 i? The six learning strategy predictors together accounted for 23% of the variance in proficiency (Adj.R2 = .232). → 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 · i3 · associational · r1

Multiple regression on MSLQ learning-strategy factors from 97 Japanese university EFL students, with TOEIC scores as the proficiency measure. The study reports "significantly correl ated with proficiency (TOEIC scores)" for MCS, ER, and CP, with standardized coefficients β = .374, .270, .247 (all p < .01) and Adj.R2 = .232.

"Three factors, MCS (r = .307, p < .01), ER ( r = .332, p < .01), and CP (r = .270, p < .01), were significantly correl ated with proficiency (TOEIC scores); these factors were also signi ficant predictors of the variance of prof iciency"

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¶

• High-proficiency EFL learners use more metacognitive strategies, effort regulation, and coping with problems than low-proficiency learners — related
• Motivational SRL factors correlate with but do not directly predict Japanese EFL learners' proficiency — related
• Low- and high-proficiency EFL learners differ significantly in self-efficacy, intrinsic goal orientation, and test anxiety — related
• Self Regulated Learning Predicts Achievement — a broader claim this one bears on
• Teacher ratings predicted reading achievement better than common language proficiency tests (41% vs 0-4% additional variance) — related
• Metacognitive strategies and prior coding experience significantly predict CT profile membership, with metacognition contributing more strongly — related
• IQ, psychological empowerment, self-realization, and self-regulation subscale scores contributed significantly to variance in hourly pay, while number of vocational education classes did not — 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
• Effort regulation and student engagement were the most consistent predictors of learning strategy use and self-reported achievement — related
• Metacognitive strategy use correlates positively with EFL reading comprehension achievement (r = .54) — related
• Self-efficacy positively and test anxiety negatively predicted classroom grades, while test anxiety positively predicted cognitive strategy use but negatively predicted regulatory strategy use — related