Language Learning Strategies, Motivation and EFL Proficiency: A Study of Chinese Tertiary-level Non-English Majors (original) (raw)
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With motivation being one of the key factors determining success in foreign/second language (L2) learning, strategies in motivating learners should be seen as an important aspect of the study of L2 motivation. However, empirical investigations focusing on motivational strategies are scarce in L2 research, with one exception being Dö rnyei and Csizér's (1998) study carried out in Hungary. The large-scale empirical survey reported in this paper is a modified replication of the Dö rnyei and Csizér study: 387 Taiwanese teachers of English were asked to rate a list of comprehensive motivational strategies in terms of (1) how much importance they attached to these and (2) how often they implemented them in their teaching practice. The results indicate that the list of motivational macrostrategies that emerged in this study bears a certain amount of resemblance to the list generated by Dö rnyei and Csizér's survey amongst Hungarian English teachers, which provides reassurance that at least some motivational strategies are transferable across diverse cultural and ethnolinguistic contexts. However, there are also dissimilarities between the Taiwanese and the Hungarian findings, indicating that some strategies are culture-sensitive or even culture-dependent.
The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan
… Journal of Innovation in Language Learning …, 2007
With motivation being one of the key factors determining success in foreign/second language (L2) learning, strategies in motivating learners should be seen as an important aspect of the study of L2 motivation. However, empirical investigations focusing on motivational strategies are scarce in L2 research, with one exception being Dö rnyei and Csizér's (1998) study carried out in Hungary. The large-scale empirical survey reported in this paper is a modified replication of the Dö rnyei and Csizér study: 387 Taiwanese teachers of English were asked to rate a list of comprehensive motivational strategies in terms of (1) how much importance they attached to these and (2) how often they implemented them in their teaching practice. The results indicate that the list of motivational macrostrategies that emerged in this study bears a certain amount of resemblance to the list generated by Dö rnyei and Csizér's survey amongst Hungarian English teachers, which provides reassurance that at least some motivational strategies are transferable across diverse cultural and ethnolinguistic contexts. However, there are also dissimilarities between the Taiwanese and the Hungarian findings, indicating that some strategies are culture-sensitive or even culture-dependent.
Since the emergence of strategy research in the 1970s many issues have been examined. One of these areas which has been favored in recent years is related to answering questions like 'what variables are related to the choice and the use of learner strategies?' and 'How strong is the influence of a certain variable?' As thus, the purpose of this study was to examine the relationship between strategy use on the one hand and three other variables (motivation, proficiency, and learners' beliefs) on the other hand. The participants of this study were homogenized in terms of age, gender, and major and were required to fill out three questionnaires and complete a TOEFL test. The first was the Strategy-Inventory for Language Learning (SILL) developed by R.
This dissertation explored the relationships among learners' use of language learning strategies, attitudes, motivations, beliefs about language learning, and English language proficiency for 1,201 university students in China. Group differences and manifestations of these variables in individual learners were also examined. Findings of this study suggested that two sources of influence were the most powerful in relation to learners' use of language learning strategies: (a) ability beliefs, and (b) motivational orientations, especially orientation toward competition and academic self-efficacy. These two factors,