This study investigated the influences of the use of self-regulated learning (SRL) strategies on students' self-efficacy in English writing. A total of 155 fourth graders from 1 government-funded primary school in Hong Kong completed a questionnaire on SRL strategy use and a questionnaire on self-efficacy in English writing. The students used planning strategies more frequently than the other strategy types (e.g., text generating). They had a higher level of self-efficacy in content than in the other aspects (e.g., language and grammar). The students with more SRL strategy use reported a higher level of self-efficacy. The use of SRL strategies had significant and positive relationships with the students' self-efficacy. In particular, the use of planning and self-monitoring strategies had the strongest correlations with self-efficacy. This study opens a new window to understanding how students' self-efficacy in English writing develops as a result of their SRL strategy use. We discuss practical implications for English as a second language/English as a foreign language classroom instruction.
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This paper presents data from a largescale ethnographic study into the perceptions, concerns, and preferred lecturer strategies of one group of Hong Kong secondlanguage (L2) engineering students who were attending lectures given in English. Although such investigations often focus purely on the 'problem' dimensions students have when listening to lectures, there are aspects to the lecture event which students identify as aiding their listening comprehension. These positive dimensions of lectures are the focus of this paper, and were identified using journals, interviews, and focus groups, and categorized under language features and pedagogical features. The data presented also suggests that lecturers need to adopt specific lecturing strategies in order to make the content materials more accessible to this type of student.
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