Self-efficacy belief and learning strategies among French as a second language students coming from immersion
This correlational quantitative study explores the relationship between the self-efficacy belief related to learning or using French as a second language, and the use of learning strategies among first-year university students from immersion studying French as a second language. We have discovered that the self-efficacy belief of our participants is high. Learning strategies are used rather frequently, however compensation strategies are favoured. While self-efficacy belief is tied to the use of strategies in a majority of contexts and domains of expertise, this is generally not the case among our participants. A possible explanation for this result is that immersion pedagogy delivers an incomplete picture of the learning and performance tasks. This has a tendency to discourage the use of learning strategies. We call for further studies with an overall objective to help students develop an optimistic and solid sense of self-efficacy in French.