[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593921-105":59,"doc-detail-593921-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","strategy-use-self-efficacy-beliefs-and-self-regulatedness-in-adult-foreign-language-learning","Strategy Use, Self-efficacy Beliefs, and Self-regulatedness in Adult Foreign Language Learning","","Adult foreign language learning research examines how learners manage study through language learning strategies, yet the specific links between strategy use, self-efficacy beliefs, and self-regulatedness remain nuanced. This study investigates adult learners’ strategy use and explores its relation to self-efficacy, self-regulated learning, and language proficiency using questionnaires from 90 education majors and Kruskal-Wallis H tests. Findings indicate high self-efficacy and self-regulatedness associate with greater strategy use and higher proficiency, while self-regulatedness may yield stronger effects across proficiency groups, informing teaching implications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/strategy-use-self-efficacy-beliefs-and-self-regulatedness-in-adult-foreign-language-learning/593921/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/strategy-use-self-efficacy-beliefs-and-self-regulatedness-in-adult-foreign-language-learning/593921.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this study on adult foreign language learning?","Question",{"text":112,"@type":113},"To understand adult learners’ strategy use and examine how it relates to self-efficacy beliefs, self-regulated learning, and language proficiency.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"Two questionnaires were administered to 90 education majors, and differences were tested using Kruskal-Wallis H tests.",{"name":119,"@type":110,"acceptedAnswer":120},"What key relationship did the findings suggest between self-regulatedness and self-efficacy?",{"text":121,"@type":113},"Both constructs relate to strategy use and proficiency, but self-regulatedness appears to have a stronger and more nuanced effect across proficiency groups than self-efficacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593921,1792160795,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","OPEN ACCESS  \nAustralian Journal of Applied Linguistics  \nISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal ofApplied Linguistics, 3 (2), 152-167 (2020) [https://doi.org/10.29140/ajal.v3n2.282](https://doi.org/10.29140/ajal.v3n2.282)  \nStrategy Use, Self-efficacy Beliefs, and Self-regulatedness in Adult Foreign Language Learning  \nAKIHIRO SAITO a  \na Hakuoh University, Japan [akihiro.saito@gmail.com](akihiro.saito@gmail.com)  \nAbstract  \nThe aim of this study was to understand adult learners’ strategy use in foreign language learning. It also explored how such strategy use relates to learners’ sense of self-efficacy, self-regulated learning, and language proficiency. Two questionnaires were administered to obtain data from 90 education majors in a Japanese university. Differences in strategy use in relation to self-efficacy, selfregulatedness, and proficiency were examined using Kruskal-Wallis H tests. Whilst some preferred and less preferred strategy items were identified, the findings suggested that possession of a high selfefficacy profile and self-regulatedness related to both greater use of language learning strategies and a higher level of language proficiency. However, a closer look detected a nuanced, important difference in the magnitude of the effect, whereby self-regulatedness may be more yielding than self-efficacy. Namely, self-regulatedness played a substantial role in differentiating use of several strategy items among different proficiency groups, whereas self-efficacy seems to play a smaller part than selfregulatedness in this respect, considering the effect sizes. Thus, this empirical study contributes to the ongoing discussion of the different roles and nature of the self-efficacy and self-regulatedness constructs in the context of language learning and teaching. Implications for language teaching are discussed, and directions for future research are suggested.  \nKeywords: language learning strategies, self-efficacy, self-regulation, university English, foreign language learning  \nIntroduction  \nLearning strategies have been a major part of the scope of second and foreign language (L2) learning research over the past 40 years. The motive behind this endeavour has been the observation that use of language learning strategies is linked in some way to L2 learning outcome. Language learners need to adopt an active role along the path of learning, and hence must master learning strategies that allow them to regulate their own learning (Griffiths, 2018; Oxford & Amerstorfer, 2018) . The increasingly  \nskill-focused English language learning as advocated in Japan’s current education sector as well as business circles presupposes a greater initiative on the part of learners to equip themselves with global communication skills (Kobayashi, 2018; Yamao & Sekiguchi, 2015) . In this progressively entrepreneurial spirit of the time, learners are bestowed with more room to exert agency in selecting one L2 strategy from another or orchestrating any number of L2 strategies, so that they emerge as competent communicators in today’s global lingua franca, English.  \nAccording to the literature, L2 strategy use is related to successful language learning (Ardasheva, 2016), with some strategy types preferred by lower level learners and others by higher level learners (Griffiths, 2018) . Evidence indicates that, as L2 learners progress in learning and develop their proficiency, they resort to a different repertoire of strategies at different stages (Green & Oxford, 1995; Griffiths, 2018; Yamamori, Isoda, Hiromori, & Oxford, 2003) . In the same vein, since L2 strategy use is presumed to be conditioned by mediating factors, many studies have focused on a wide array of learner variables, such as cultural membership and nationality (Griffiths, 2003a; see Oxford, 2002), gender (Radwan, 2011; Wharton, 2000), learning styles (Chou, 2017; Ma & Oxford, 2014), beliefs","cbCaifmIizhGY5Zd","https://ap.wps.com/l/cbCaifmIizhGY5Zd","pdf",584148,16,"English","# Abstract\n# Introduction\n## Learning strategies in L2 research\n# Literature review\n## L2 strategies, self-regulatedness, and proficiency","[{\"question\":\"What is the purpose of this study on adult foreign language learning?\",\"answer\":\"To understand adult learners’ strategy use and examine how it relates to self-efficacy beliefs, self-regulated learning, and language proficiency.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"Two questionnaires were administered to 90 education majors, and differences were tested using Kruskal-Wallis H tests.\"},{\"question\":\"What key relationship did the findings suggest between self-regulatedness and self-efficacy?\",\"answer\":\"Both constructs relate to strategy use and proficiency, but self-regulatedness appears to have a stronger and more nuanced effect across proficiency groups than self-efficacy.\"}]","Strategy Use, Self-efficacy Beliefs, and Self-regulatedness in Adult Foreign Language Learning | PDF",1792078182]