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- W4382542489 abstract "Numerous studies in second or foreign language (L2) learning have shown that students’ L2 self-efficacy and metacognitive strategies play essential roles in predicting L2 achievement. However, how these two constructs co-shape L2 learning is understudied. The current study examined the mediation of L2 self-efficacy between metacognitive strategies and L2 achievement in English. Participants involved 368 s-year undergraduate students studying English as an L2 taught by 19 teachers from a university in China. Multilevel structural equation modeling results showed that: (1) English self-efficacy and metacognitive strategies significantly predicted English achievement either represented by a standardized English test or the terminal exam, and (2) English self-efficacy mediated the relation between metacognitive strategies and English achievement. The results suggested the importance of accounting for the interplay between metacognitive strategies and self-efficacy in determining L2 achievement." @default.
- W4382542489 created "2023-06-30" @default.
- W4382542489 creator A5037179394 @default.
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- W4382542489 date "2023-10-01" @default.
- W4382542489 modified "2023-09-23" @default.
- W4382542489 title "Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach" @default.
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- W4382542489 doi "https://doi.org/10.1016/j.system.2023.103099" @default.
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