Search

The crucial role of individual difference (ID) variables in second language acquisition has long been attested to. It has also been acknowledged that ID factors need to be explored in a contextual manner as their role and impact might vary across learning environments. This is also true about study abroad (SA) where constellations of ID variables determine linguistic and non-linguistic benefits. With this in mind, the study investigated the ways in which self-regulatory strategy use before, during and after the SA might impact self-efficacy beliefs and motivated learning behavior in three contexts: Italy (N = 234), Poland (N = 86) and Turkey (N = 85). A questionnaire was used to collect data in the three countries. One-way and repeated-measures ANOVAs as well as regression analyses showed that even though some tendencies, such as the key role of teacher-initiated strategies during SA, were common across the three contexts, important differences were also uncovered in terms the overall role of self-regulation and the impact of student-initiated strategies. These results provide context-sensitive implications in Europe. [ABSTRACT FROM AUTHOR]