The Relationship of Self-Efficacy for Chinese as a Foreign Language Oral Skills and the Use of Indirect Language Learning Strategies for Learning Chinese as a Foreign Language with Oral Skills Achievement of Grade 6 Students in Chinese as a Foreign Language Class at Satit Prasarnmit Elementary School in Bangkok, Thailand
Keywords:
Self-Efficacy, Language Learning Strategies, Chinese Achievement, Foreign Language AcquisitionAbstract
This study aimed to determine the level of self-efficacy for learning Chinese as a foreign language oral skill, the use of indirect language learning strategies for learning Chinese as a foreign language oral skills and Chinese oral skills achievement of Grade 6 students at Satit Prasarnmit Elementary School, and their relationships with each other. Two questionnaires and two sets of listening and speaking tests were used to collect data; one questionnaire was used to determine students’ self-efficacy level and the other was used to determine the use of indirect language learning strategies. Listening and speaking tests were applied to determine oral skills achievement of 96 Grade 6 students who studied Chinese as a foreign language in the academic year 2019-2020 at Satit Prasarnmit Elementary School. To address the objectives of this research, means, standard deviations, and multiple correlation coefficient analysis were applied. The findings indicated that the Grade 6 students at the target school had a very low level of self-efficacy and a low level of indirect language learning strategies (LLSs) use. It was also revealed that self-efficacy, the use of indirect LLSs and students’ oral skills achievement had significant positive relationships with each other.
References
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. Retrieved from http://garfield.library.upenn.edu/classics1989/A1989U419500001.pdf
Bandura, A. (1986). Social foundation of thought and action: A social-cognitive view. Englewood Cliffs, NJ, US: Prentice-Hall.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychological Association, 44(9), 1175-1184. Retrieved from https://www.uky.edu/~eushe2/Bandura/Bandura1989AP.pdf
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, 4(4), 71-81. New York: Academic Press. Retrieved from https://www.uky.edu/~eushe2/Bandura/Bandura1994EHB.pdf
Jiang, W. (2009). Acquisition of word order in Chinese as a foreign language. Berlin · New York, US: Mouton de Gruyter.
Jiang, X. (2000). A preliminary study of Chinese as a second language learning strategy. Language Teaching and Linguistic Studies, (01), 61-68.
Kassteen, J. (2014). Global trends in foreign language demand and proficiency. ICEF Monitor. Retrieved from http://studenttravelplanningguide.com/global-trends-in-foreign-language-demand-and-proficiency/
Kitikanan, P., & Sasimonton, P. (2017). The Relationship between English Self-efficacy and English Learning Achievement of L2 Thai Learners. LEARN Journal, 10(1), 148-163.
Li, Z. (2016). Study on Chinese learning self-efficacy and learning factors as attribution of Chinese L2 learner, Liaoning University.
Lin, J. (2016). Study on Chinese learning strategies of Thai students. The Central University of Nationalities.
Mohammadi, H., & Alizadeh, K. (2014). An investigation of reliability and validity of strategy inventory for language learning among Iranian university students. International Journal of English Language Teaching, 1(2), 53. Retrieved from http://www.sciedu.ca/journal/index.php/ijelt/article/view/4954
Ooyoung Pyun, D. (2013). Attitudes Toward Task-Based Language Learning: A Study of College Korean Language Learners. Foreign Language Annals, 46(1), 108-121.
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System, 23(1), 1-23.
Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The modern language journal, 73(3), 291-300. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-4781.1989.tb06367.x
Oxford, R. L. (1990). Language learning strategies: What Every Teacher Should Know. Belmont, CA, US: Cengage Learning, Inc.
Oxford, R. L. (2003). Language Learning Styles and Strategies: An Overview. GALA, pp. 1-25. Retrieved from http://web.ntpu.edu.tw/~language/workshop/read2.pdf
Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. Routledge.
Wang, C., Kim, D. H., Bong, M., & Ahn, H. S. (2013). Examining measurement properties of an English self-efficacy scale for English language learners in Korea. International Journal of Educational Research, 59, 24-34. Retrieved from https://www.sciencedirect.com/science/article/pii/S0883035513000177
Wang, C., Wang, L., & Li, Y. (2007). Chinese secondary school self-regulated learners of English. In TESOL (Teachers of English to Speakers of Other Languages) 2007 Convention, Seattle, WA.
Wang, X. (2017). 韩国学生汉语学习策略与HSK成绩的相关性研究 [A study on the correlation between Chinese learning strategies and HSK scores of Korean students]. Shandong Normal University.
Zhang, H. (2014). 泰国高中生汉语学习策略现状调查与研究 [An Investigation and research on Chinese learning strategies of high school students in Thailand]. Shaanxi Normal University.
Downloads
Published
How to Cite
Issue
Section
License
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data, or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution License (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
