English Language Learner’s Learning in a U.S. University Setting

Hong Shi


The purpose of this study is to examine English Language Learners’ (ELLs) self-efficacy belief, language learning strategies and goal orientations in university settings. It also explored the relationships among self-efficacy, learning strategies and goal orientation of ELLs. A survey was used to collect data. The participants were 77 ELLs in a southeastern university in America. It was found that ELLs in this study had positive self-efficacy beliefs. ELLs often use language learning strategies in their learning process. There were significant positive relationships between self-efficacy and language learning strategies, between language learning strategies and mastery goal orientations. Mastery goals mostly predicted strategy use for ELLs. Implications were provided for language educators to assess ELLs’ self-efficacy and goal orientations. This study identified instructional suggestions for language educators as well as provided useful information for related discussions from an ELL perspective in university classrooms.

Full Text:


DOI: https://doi.org/10.5430/irhe.v2n1p44


  • There are currently no refbacks.

International Research in Higher Education  ISSN 2380-9183 (Print)  ISSN 2380-9205 (Online)

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add ‘sciedupress.com’ domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', please check your 'spam' or 'junk' folder.