Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers

Qizhen Deng, Guy Trainin

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined university students’ self-efficacy and attitudes for employing vocabulary strategies in four learning contexts. The contexts are characterized by input modality (reading vs. listening) and purpose (academic vs. leisure). Another goal was to compare the self-efficacy and attitudes between English learners (ELs) and native speakers. A total of 112 participants responded to four short scenarios by rating their self-efficacy and attitudes toward employing vocabulary strategies under each scenario. Among the results, students reported higher self-efficacy using morphological analysis and dictionary use when reading and higher self-efficacy to seek help when learning for academic purpose. There were no differences in their attitudes. ELs reported lower self- efficacy for using morphological analysis, contextual analysis, and help-seeking than native speakers, but no difference in using dictionaries.

Original languageAmerican English
JournalLiteracy, Language, and Culture Faculty Publications and Presentations
StatePublished - 1 Mar 2020

Keywords

  • English learners
  • attitudes
  • input modality
  • purpose
  • self-efficacy
  • vocabulary

EGS Disciplines

  • Bilingual, Multilingual, and Multicultural Education
  • Language and Literacy Education

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