Language learners' strategy use and self-efficacy: Korean heritage learners versus non-heritage learners

Jee, Min Jung (2015) Language learners' strategy use and self-efficacy: Korean heritage learners versus non-heritage learners. Language Research, 51 1: 167-195.

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Author Jee, Min Jung
Title Language learners' strategy use and self-efficacy: Korean heritage learners versus non-heritage learners
Journal name Language Research   Check publisher's open access policy
ISSN 0254-4474
Publication date 2015
Year available 2015
Sub-type Article (original research)
Open Access Status
Volume 51
Issue 1
Start page 167
End page 195
Total pages 29
Place of publication Seoul, Korea, Republic of
Publisher Seoul National University * Language Education Institute
Collection year 2016
Language eng
Abstract 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.
Keyword Language learning strategy
Korean as a foreign language learners
Korean as a heritage language learners
Learner difference
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Link to publication:

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Languages and Cultures Publications
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Created: Wed, 06 May 2015, 12:30:36 EST by Ms Katrina Hume on behalf of School of Languages and Cultures