A Psycholinguistics Case Study: General Self-Esteem, Metacognitive Strategies and Their Impacts On Positive English Learning Outcomes



General self-esteem can be defined as one’s perception of his/her self-worthness. This construct is very important in educational science because it influences students’ self-image related to their academic success. Metacognitive strategies are mostly investigated in cognitive psychology. They facilitate learning process and can lead to more positive English learning outcomes. Hence, the study is to examine interrelations among these variables in order to provide in-depth patterns of learning English as a second language. It has been conducted on 201 State tertiary level in Aegean region and last-grade college students in Turkey in 2016 as the English mastery level of the college students were quite similar to the university ones. Sample consisted of 40.3% males and 59.7% females, who were 16 to 25 years old. This study is a quantitative one, mostly based on the correlational analysis. There were three main instruments: ‘’Rosenberg’s self-esteem scale’’ (RSES), ‘’Metacognitive strategies scale’’ (MCSS), and ‘’A list of factors that impact English learning outcomes’’. The results showed positive correlation between general self-esteem, metacognitive skills and some other factors that can influence English learning outcomes. General self-esteem is in a positive and statistically significant correlation with students’ usage of metacognitive strategies. General self-esteem is in positive correlations with collaborated learning, communication with native English speakers, and with watching English TV channels and listening to English music. The capacity for self-motivation during learning acitivities correlates negatively with teacher’s educational skills, however, achieving learning goals correlates positively with watching English TV programs and listening to English music. In addition, there were no statistically significant gender differences in the mentioned variables.


EFL; ESL; general gelf-esteem; metacognitive strategies.

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