S-Space Language Education Institute (언어교육원) Language Research (어학연구) Language Research (어학연구) Volume 51 Number 1/3 (2015)
Language Learners Strategy Use and Self-Efficacy : Korean Heritage Learners Versus Non-Heritage Learners
- Jee, Min Jung
- Issue Date
- 서울대학교 언어교육원
- 어학연구, Vol.51 No.1, pp. 167-195
- language learning strategy ; self-efficacy ; Korean as a foreign language learners ; Korean as a heritage language learners ; learner differences
- In recent decades, language learners strategy use and self-efficacy have been an important research topic for many researchers in second language acquisition as they are related to students success of learning a target language. To expand the discussion, this study investigated 92 Korean language learners strategy use and self-efficacy and their relations to achievement. The data were analysed based on learner groups －heritage learners (n = 40) and non-heritage learners (n = 52)－ in order to explore differences between the two groups. A survey with 78 items for strategy use and self-efficacy was distributed at the end of the semester, and final grades were used to measure achievement. The results indicated that the students, overall, were moderate strategy users, and non-heritage students (M = 2.82) tended to use strategies more often than heritage students (M = 2.42), with significant differences. By achievement, the high-achievement students used the strategies the most frequently, followed by the low-achievement group and the mid-achievement group. Moreover, the ranking of frequently used strategy categories was different depending on the learner groups and achievement levels. Regarding self-efficacy, heritage students (M = 3.35) showed higher self-efficacy than non-heritage students (M = 2.83), with statistically significant differences. The high-achievement group also showed higher self-efficacy than the mid-achievement and low-achievement group. Regarding the correlations, there were statistically significant positive relations among strategy use, self-efficacy, and achievement, especially with non-heritage students. Issues such as effective use of strategies rather than frequency and cultural background were discussed.