THESIS EFL STUDENTS’ SELF-EFFICACY IN ENGLISH AND THEIR SELF-REGULATED LANGUAGE LEARNING STRATEGIES AT NGUYEN KHUYEN HIGH SCHOOL

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MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY - THESIS EFL STUDENTS’ SELF-EFFICACY IN ENGLISH AND THEIR SELF-REGULATED LANGUAGE LEARNING STRATEGIES AT NGUYEN KHUYEN HIGH SCHOOL Student’s name: Le Thi Hai Sam Student’s code: 18114166 Supervisor: Dr Tran Quoc Thao BA RIA-VUNG TAU, 2022 MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY - THESIS EFL STUDENTS’ SELF-EFFICACY IN ENGLISH AND THEIR SELF-REGULATED LANGUAGE LEARNING STRATEGIES AT NGUYEN KHUYEN HIGH SCHOOL Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in TESOL Course code: 8140111 By Le Thi Hai Sam Supervised by Dr Tran Quoc Thao BA RIA-VUNG TAU, 2022 i CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: EFL STUDENTS’ SELF-EFFICACY IN ENGLISH AND THEIR SELF- REGULATED LANGUAGE LEARNING STRATEGIES AT NGUYEN KHUYEN HIGH SCHOOL In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Postgraduate Institute, Ba Ria-Vung Tau University Ba Ria-Vung Tau, June 2022 ii RETENTION AND USE OF THE THESIS I hereby state that I, Le Thi Hai Sam, a candidate for the degree of TESOL accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for thesis Ba Ria-Vung Tau, June 2022 Le Thi Hai Sam iii ACKNOWLEDGEMENTS My special thanks are due to all those who have made great contributions to my thesis completion First and foremost, I would like to express my profound gratitude to Dr Tran Quoc Thao, my supervisor, for his valuable comments and suggestions during the whole research process His dynamism, enthusiasm, vision as well as his patience have deeply inspired me Without his support and guidance, this thesis would never have been completed Secondly, I am very grateful to the Postgraduate Institute of Ba Ria – Vung Tau University who have supported me much time to implement this thesis My sincere thanks also go to my friends and colleagues for all their help and encouragement I would like to thank the research participants who have contributed to this study Last but not least, I warmly thank my family for their countless support, greatest sympathy and unconditional love iv TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT vi CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of problem 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definitions of key terms 1.8 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Self-efficacy 2.3 Self-regulated language learning strategies 12 2.4 The relationship between EFL students’ self-efficacy in English and their selfregulated language learning strategies 17 2.5 Previous studies 23 2.6 Conceptual framework 28 2.7 Summary 29 CHAPTER 3: METHODOLOGY 30 3.1 Introduction 30 3.2 Research design 30 3.3 Research site 30 3.4 Research participants 30 3.5 Research instrument 31 3.6 Procedures for data collection and analysis 33 3.7 Validity and reliability 33 v 3.8 Summary 34 CHAPTER 4: RESULTS AND DISCUSSIONS 35 4.1 Results 35 4.2 Discussions 50 4.3 Summary 54 CHAPTER 5: CONCLUSION 55 5.1 Summary of the main findings of the thesis 55 5.2 Pedagogical implications 55 5.3 Limitation of the research 57 5.4 Recommendations for further research 57 REFERENCES 58 APPENIDIXES 66 vi ABSTRACT English is one of the most compulsory subjects at high school in Vietnam and high school students find learning English demanding for them for some objective and subjective reasons It is essential for the EFL students to have self-efficacy in learning English, i.e., belief in one’s ability to learn English confidently There are four skills such as listening, speaking, reading and writing that these high school students have to enroll during three years at high school Each skill requires the students to use appropriate strategies to learn English well The students are required to be provided and able to apply a variety of self-regulated language learning strategies for four skills properly It can be seen that if the students have self-efficacy for listening, speaking, reading and writing, they will use different self-regulated language learning strategies to study these four skills successfully The aim of this thesis is to find out Nguyen Khuyen high school students’ self-efficacy and their self-regulated language learning strategies, and the relationship between self-efficacy and selfregulated language learning strategies The total of 240 eleventh-grade students at Nguyen Khuyen high school, Vung Tau city participated in this research They were asked to complete two sets of questionnaire about self-efficacy and self-regulated language learning strategies The results indicated that the participants had their self-efficacy for listening, speaking, reading and writing Based on their self-efficacy, they applied various self-regulated language learning strategies for these four skills Additionally, the results showed that there was a relationship between Nguyen Khuyen high school students’ self-efficacy and their self-regulated language learning The study suggests some implication for teachers and students at Nguyen Khuyen high school so that the teachers of English can encourage their students’ selfefficacy and recommends some self-regulated language learning strategies for their students to help their learning English more effectively and communicatively Key words: self-efficacy, self-regulation, self-regulated language learning strategies,… vii LIST OF TABLES Table 3.1: Research participants’ general information 31 Table 3.2: Four categories of self-efficacy in English 32 Table 3.3: Eleven subcategories of SRLL strategies 32 Table 4.1: Self-efficacy in listening skill .35 Table 4.2: Self-efficacy in speaking skill 36 Table 4.3: Self-efficacy in reading skill 37 Table 4.4: Self-efficacy in writing skill 38 Table 4.5: SRLL strategies used by Nguyen Khuyen high school students 39 Table 4.6: Self-evaluation 40 Table 4.7: Organization and transformation 41 Table 4.8: Rehearsal and memorization .43 Table 4.9: Seeking social assistance 43 Table 4.10: Persistence when faced with challenges .44 Table 4.11: Seeking opportunities to practice English 45 Table 4.12: Record keeping and monitoring 46 Table 4.13: Self-consequences .46 Table 4.14: Goal setting and planning 47 Table 4.15: Review of records .48 Table 4.16: Interpretation skills .49 Table 4.17: The correlation between EFL students’ self-efficacy and their SRLL strategies at Nguyen Khuyen high school .50 viii LIST OF FIGURES Figure 2.1: Conceptual framework of the thesis …………………………… 28 ...MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY - THESIS EFL STUDENTS’ SELF-EFFICACY IN ENGLISH AND THEIR SELF-REGULATED LANGUAGE LEARNING STRATEGIES AT NGUYEN KHUYEN HIGH. .. self-efficacy and their self-regulated language learning strategies, and the relationship between self-efficacy and selfregulated language learning strategies The total of 240 eleventh-grade students at Nguyen. .. be investigated: What is EFL students’ self-efficacy in English at Nguyen Khuyen high school? How EFL students use SRLL strategies? Is there a significant relationship between EFL students’ self-efficacy