A mixed method study on self-regulated learning strategies based intervention to improve the self-efficacy beliefs of the 9th grade Turkish EFL students

The main purpose of this study was to analyze the effects of using self-regulated learning strategies on self-efficacy beliefs of the the 9th grade Turkish EFL students. The study also aimed at identifying if there was any improvement in self-efficacy beliefs of the participants who underwent SRLSs (Self-Regulated Learning Strategies) based intervention. This SRLSs based intervention was supported with a SRSD (Self-Regulated Strategy Development) model and two sessions of NLP (Neoro Linguistic Programming) seminars on self-concepts. Through this research, it was intended to investigate the impact of a SRLSs based intervention in English learning. Furthermore, the study also explored the reflections of the students towards each step of SRLSs in their language learning processes. The study was carried out with a convenience sampling of 49 the 9th grade Turkish high school students in Uzunpınar 70. Yıl Çok Programlı Anadolu Lisesi in Pamukkale/ Denizli. A mixed method of quasi-experimental and qualitative research design was employed in this study. Throughout the study, while the experimental group participants (N=32) underwent a ten-week SRLSs based intervention integrated with a SRSD model, the control group participants (N=17) followed their usual flow of English language instruction as specified in the MoNE (Ministry of National Education) curriculum. The quantitative data of the study were collected using the Self-Efficacy for Self-Regulated Learning Questionnaire as pre and posttest. The data were analyzed by using SPSS 22.0 statistical package software, and the results were compared by using Normality and Equal Variance Assumptions and Independent Samples t-test analysis to find out how groups differed from each other in accordance with the objectives of the study. As for the qualitative data of the study, the structured interviews were held with a subset group of the experimental group participants (N=12). Additionally, the same group of students kept weekly diaries so as to provide more in-depth information about their views on each SRLS step and their effects on language learning. Both the interviews and diaries were analyzed descriptively to investigate whether the findings of these tools support the questionnaire findings and whether they also support each other or not. The results revealed that SRLSs based intervention had substantial effects on improving and strengthening self-efficacy beliefs of the the 9th grade Turkish EFL students. Morever, it was determined that the participants who took the intervention benefitted most from the "Rehearsing & Memorizing" and "Seeking Social Assistance". Regarding their further educational and career lives, the participants expressed that such a SRLSs based intervention would be most beneficial in these issues: "Interacting with Foreigners/Tourists" and "Travelling to a Foreign Country/World Tour". In the light of the results of this study, it can be said that SRLSs should be incorporated into foreign language teaching in order to improve students' self-efficacy beliefs and self-regulation skills. Likewise; SRLS interventions should integrate a SRSD model together with NLP seminars on self-concepts, which may be helpful for students in becoming autonomous learners not only in language learning but also in any kind of subject learning throughout their educational lives. Key Words: Self-efficacy, self-regulated learning strategies, self-regulated strategy development, strategy based instruction