Ability Beliefs: Why Believing in Your Ability Matters in Self-Regulated Language Learning
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| Title: | Ability Beliefs: Why Believing in Your Ability Matters in Self-Regulated Language Learning |
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| Language: | English |
| Authors: | Yoshiyuki Nakata (ORCID |
| Source: | Studies in Second Language Learning and Teaching. 2025 15(2):375-399. |
| Availability: | Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Metacognition, Second Language Learning, Second Language Instruction, Learning Strategies, Language Research, Language Proficiency, Language Teachers, Learning Motivation, Learning Processes, Self Concept, Prediction, Student Attitudes, Correlation, Teaching Methods, Self Efficacy, Goal Orientation, Attribution Theory |
| ISSN: | 2083-5205 2084-1965 |
| Abstract: | The key to successful language learning depends on the extent to which learners are self-regulated in learning a second or foreign language (L2). In this process, learners' perceptions and beliefs about their abilities play a crucial role in predicting or controlling positive or negative emotions, motivation and the use of strategies. Therefore, it is vital to clarify the role that learners' perceived abilities play in self-regulated language learning. The present paper aims to: (1) provide a review of empirical studies related to L2 strategy use, motivation, and social regulation about ability beliefs, (2) explore the reciprocal relationship between these constructs, and (3) suggest future research directions that will help promote self-regulated language learning research. By doing so, we aim to contribute to the broadening of L2 proficiency research, provide a more comprehensive understanding of the second language acquisition process, and ultimately support language teachers in understanding the developmental processes of L2 learners. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478472 |
| Database: | ERIC |
| Abstract: | The key to successful language learning depends on the extent to which learners are self-regulated in learning a second or foreign language (L2). In this process, learners' perceptions and beliefs about their abilities play a crucial role in predicting or controlling positive or negative emotions, motivation and the use of strategies. Therefore, it is vital to clarify the role that learners' perceived abilities play in self-regulated language learning. The present paper aims to: (1) provide a review of empirical studies related to L2 strategy use, motivation, and social regulation about ability beliefs, (2) explore the reciprocal relationship between these constructs, and (3) suggest future research directions that will help promote self-regulated language learning research. By doing so, we aim to contribute to the broadening of L2 proficiency research, provide a more comprehensive understanding of the second language acquisition process, and ultimately support language teachers in understanding the developmental processes of L2 learners. |
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| ISSN: | 2083-5205 2084-1965 |
