EFL learnersâ motivational beliefs and their use of learning strategies
The present study attempted to examine the relationship between English as a Foreign Language (EFL) learnersâ motivational beliefs and their use of learning strategies. The three components of motivation, i.e. expectancy component, value component and affective component, were examined in relation t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of Isfahan
2015-02-01
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| Series: | Applied Research on English Language |
| Subjects: | |
| Online Access: | http://are.ui.ac.ir/article_15496_f30c2d6632da64a9dd4abe9d43574381.pdf |
| _version_ | 1818253898697146368 |
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| author | Sedigheh Najibi Shiva Kaivanpanah Abbas Ali Rezaee |
| author_facet | Sedigheh Najibi Shiva Kaivanpanah Abbas Ali Rezaee |
| author_sort | Sedigheh Najibi |
| collection | DOAJ |
| description | The present study attempted to examine the relationship between English as a Foreign Language (EFL) learnersâ motivational beliefs and their use of learning strategies. The three components of motivation, i.e. expectancy component, value component and affective component, were examined in relation to metacognitive, cognitive and effort management strategies. Two hundred and fifty seven EFL learners representing different proficiency levels completed the Persian version of the Motivated Strategies for Learning Questionnaire (MSLQ), which consisted of motivation scale and learning strategies scale. The analysis of the effect of proficiency level on motivational beliefs showed a significant effect of proficiency level on test anxiety and extrinsic goal orientation, suggesting that less proficient learners were significantly more anxious and more extrinsically oriented compared to advanced learners of English. It was also found that self-efficacy, control of learning beliefs, intrinsic goal orientation and task value could account for 70% of variations in self-regulated learning (SRL) strategies. Based on the findings of this study, several suggestions are made to aid instructors in creating a non-product-oriented approach to learning, which promotes foreign language learnersâ learning outcomes. |
| first_indexed | 2024-12-12T16:47:23Z |
| format | Article |
| id | doaj.art-4ee41ad9f20541fba26dcf06ef5d941e |
| institution | Directory Open Access Journal |
| issn | 2252-0198 2322-5343 |
| language | English |
| last_indexed | 2024-12-12T16:47:23Z |
| publishDate | 2015-02-01 |
| publisher | University of Isfahan |
| record_format | Article |
| series | Applied Research on English Language |
| spelling | doaj.art-4ee41ad9f20541fba26dcf06ef5d941e2022-12-22T00:18:27ZengUniversity of IsfahanApplied Research on English Language2252-01982322-53432015-02-014711815496EFL learnersâ motivational beliefs and their use of learning strategiesSedigheh NajibiShiva KaivanpanahAbbas Ali RezaeeThe present study attempted to examine the relationship between English as a Foreign Language (EFL) learnersâ motivational beliefs and their use of learning strategies. The three components of motivation, i.e. expectancy component, value component and affective component, were examined in relation to metacognitive, cognitive and effort management strategies. Two hundred and fifty seven EFL learners representing different proficiency levels completed the Persian version of the Motivated Strategies for Learning Questionnaire (MSLQ), which consisted of motivation scale and learning strategies scale. The analysis of the effect of proficiency level on motivational beliefs showed a significant effect of proficiency level on test anxiety and extrinsic goal orientation, suggesting that less proficient learners were significantly more anxious and more extrinsically oriented compared to advanced learners of English. It was also found that self-efficacy, control of learning beliefs, intrinsic goal orientation and task value could account for 70% of variations in self-regulated learning (SRL) strategies. Based on the findings of this study, several suggestions are made to aid instructors in creating a non-product-oriented approach to learning, which promotes foreign language learnersâ learning outcomes.http://are.ui.ac.ir/article_15496_f30c2d6632da64a9dd4abe9d43574381.pdfSelfSelf-regulated learning (SRL)regulated learning (SRL)motivational beliefslearning strategiesMotivated Strategies for Learning Questionnaire (MSLQ) |
| spellingShingle | Sedigheh Najibi Shiva Kaivanpanah Abbas Ali Rezaee EFL learnersâ motivational beliefs and their use of learning strategies Applied Research on English Language Self Self-regulated learning (SRL) regulated learning (SRL) motivational beliefs learning strategies Motivated Strategies for Learning Questionnaire (MSLQ) |
| title | EFL learnersâ motivational beliefs and their use of learning strategies |
| title_full | EFL learnersâ motivational beliefs and their use of learning strategies |
| title_fullStr | EFL learnersâ motivational beliefs and their use of learning strategies |
| title_full_unstemmed | EFL learnersâ motivational beliefs and their use of learning strategies |
| title_short | EFL learnersâ motivational beliefs and their use of learning strategies |
| title_sort | efl learnersa motivational beliefs and their use of learning strategies |
| topic | Self Self-regulated learning (SRL) regulated learning (SRL) motivational beliefs learning strategies Motivated Strategies for Learning Questionnaire (MSLQ) |
| url | http://are.ui.ac.ir/article_15496_f30c2d6632da64a9dd4abe9d43574381.pdf |
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