Habók Anita, Magyar Andrea, Molnár Gyöngyvér
Institute of Education, University of Szeged, Szeged, Hungary.
MTA-SZTE Digital Learning Technologies Research Group, Szeged, Hungary.
Front Psychol. 2022 Oct 10;13:1019561. doi: 10.3389/fpsyg.2022.1019561. eCollection 2022.
The previous three decades have seen a growing body of research into language learners' self-regulated learning (SRL), language learning strategy (LLS) use, and their possible effects on proficiency. This study thus provides insights into the relationship between elementary and low intermediate learners' perceptions of their self-regulated strategy use in English as a foreign language (EFL) and their attitude to English in relation to their proficiency level. Nine hundred and sixty-six higher proficiency students and 399 lower proficiency students in Year 8 participated in the research. A revised Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ), a version of Oxford's Strategy Inventory for Language Learning (SILL), was completed by the participants. Our findings shed light on higher proficiency learners' significantly higher level of strategy use. Learners at higher levels relied more strongly on their metacognitive strategies, such as planning, organizing and monitoring their cognitive processes. Our analysis also showed a high correlation between the different factors of metastrategy use (metacognitive, meta-affective, metasocial, and metamotivational) and cognitive, affective, social, and motivational strategy use in relation to attitude and proficiency. A path analysis also reinforced our assumption that metafactors significantly determine learners' proficiency across strategy use and attitude in both higher and lower-level students. The positive contribution of the metastrategies on their corresponding regulated strategy fields appeared to be robust, thus underlining recent LLS research that emphasizes the role of metafactors in the language learning process.
在过去三十年里，对语言学习者的自我调节学习（SRL）、语言学习策略（LLS）的使用及其对语言水平可能产生的影响的研究越来越多。因此，本研究深入探讨了基础阶段和中低级阶段的学习者对其在外语（EFL）学习中自我调节策略使用的认知与他们对英语的态度之间的关系，以及他们的语言水平。966名八年级英语水平较高的学生和399名英语水平较低的学生参与了这项研究。参与者完成了一份经过修订的《自我调节外语学习策略问卷》（SRFLLSQ），它是牛津大学语言学习策略量表（SILL）的一个版本。我们的研究结果表明，英语水平较高的学习者在策略使用方面的水平显著更高。高水平学习者更强烈地依赖他们的元认知策略，如规划、组织和监控他们的认知过程。我们的分析还表明，元策略使用的不同因素（元认知、元情感、元社会和元动机）与认知、情感、社会和动机策略的使用之间，在态度和语言水平方面存在高度相关性。路径分析也强化了我们的假设，即元因素在很大程度上决定了高水平和低水平学生在策略使用和态度方面的语言水平。元策略对其相应调节策略领域的积极贡献似乎很显著，从而突出了最近语言学习策略研究中强调元因素在语言学习过程中的作用。
