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Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms

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Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms

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dc.contributor.author Cancino, Marco es_ES
dc.contributor.author Arenas, Renata es_ES
dc.contributor.author Herrera, Camilo es_ES
dc.date.accessioned 2022-09-05T11:38:13Z
dc.date.available 2022-09-05T11:38:13Z
dc.date.issued 2022-07-28
dc.identifier.issn 1886-2438
dc.identifier.uri http://hdl.handle.net/10251/185222
dc.description.abstract [EN] Language learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development oflearners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2 language proficiency is related to both constructs in EFL contexts. Therefore, the present quantitative study gathered questionnaire data to characterize the relationship between the LLSs, SE perceptions, and L2 language proficiency of 47 adult EFL learners at a Chilean university. Results revealed significant strong correlations between speaking SE and cognitive strategies, as well as between writing SE and memory strategies. Weak but significant correlations were found between language proficiency and receptive skills (listening and writing SE). Pedagogical implications refer to the ways in which EFL teachers can increase their learners use of metacognitive strategies and increase their SE. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof Revista de Lingüística y Lenguas Aplicadas es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Language learning strategies es_ES
dc.subject Self-efficacy es_ES
dc.subject EFL learning es_ES
dc.subject L2 proficiency es_ES
dc.title Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/rlyla.2022.16122
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Cancino, M.; Arenas, R.; Herrera, C. (2022). Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms. Revista de Lingüística y Lenguas Aplicadas. 17:1-9. https://doi.org/10.4995/rlyla.2022.16122 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/rlyla.2022.16122 es_ES
dc.description.upvformatpinicio 1 es_ES
dc.description.upvformatpfin 9 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 17 es_ES
dc.identifier.eissn 1886-6298
dc.relation.pasarela OJS\16122 es_ES
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