Self-Efficacy Beliefs and Self-Regulated Learning Strategies of Preparatory School Students and Their Relation with Language Proficiency Levels

Abstract

The main purpose of this study is to uncover preparatory school students’ selfefficacy beliefs and self-regulated strategy use in different proficiency levels. In accordance with this, this study aims to find out the relation between self-efficacy beliefs of students and their use of SRL strategies, and figure out to what extent selfefficacy beliefs, SLR strategies use of students and sex can predict their proficiency level. The study was conducted at a private university in Ankara in the academic year 2017-2018. The participants are all preparatory class students with A2 (n=35), B1 (n=27) and B2 (n=30) level of proficiency in English as an L2 and were recruited by convenience sampling method. Data of the study were collected through two questionnaires involving Likert type items. The findings of the study revealed that there was a significant difference for listening and writing efficacy of participants between A2 and B2 level. Also, there is a significant positive correlation at moderate level between self-efficacy beliefs and SRL strategies use of participants regardless of their proficiency level. The current study has some implications for L2 language education especially in higher education such as including self-efficacy and SRL strategies into their curriculum.