Learners' beliefs and the use of metacognitive language-learning strategies of Chinese-speaking ESL learners

This paper reports the findings of a study on the relationships between beliefs about language learning and the use of the metacognitive language-learning strategies (MCLLSs) of Chinese-speaking ESL learners undertaking vocational education in Hong Kong. A survey questionnaire containing items measuring these two areas was administered to 243 Chinese-speaking ESL learners at a vocational institute. Learners' beliefs about language learning were found to be weakly related to the use of MCLLSs. More specifically, Integrative Motivation and Language and Communication Strategies were found to have the strongest positive relationships with MCLLS use. Results of multiple regression analyses indicate that Integrative Motivation is a good predictor of the use of all MCLLSs. Self-efficacy could predict the use of some MCLLSs, and Language and Communication Strategies was found to be another predictor of the use of most MCLLSs. This paper concludes with some implications for teaching and directions for further research.