Language Motivation, Metacognitive Strategies and Language Performance: A Cause and Effect Correlation

Ag. Bambang Setiyadi, - Mahpul, Muhammad Sukirlan, Bujang Rahman

Abstract


Studies on motivation in language learning have been well documented. The role of motivation in determining the use of learning strategies has been identified and the correlation between motivation and language performance has been determined. However, how language motivation in EFL context is classified and how language motivation is inter-correlated with the use of metacognitive and language performance has still not become widespread in the literature on language learning. The current study identified how language motivation in the context of EFL setting was classified and, then, how language motivation affected the use of metacognitive strategies and language performance. It was found that in the EFL setting three motivational orientations existed; the three motivational orientations were extrinsic motivation, international orientation and intrinsic motivation. The findings revealed that the EFL learners in the current study had more international orientation in learning English and were more extrinsically motivated than intrinsically motivated. The empirical evidence suggests that language motivation predicted learning success through the mediation of the use of metacognitive strategies. Suggestions for further research are also discussed.

 


Keywords


international orientation, language motivation, language performance, metacognitive strategies

Full Text:

PDF

References


Abrar-Ul-Hassan, S. (2014). A study of the motivational patterns of learners of English for academic and professional purposes. TESOL Journal, 5(1).

Gardner, R.C. & Lambert, W.E. (1959). Motivational variables in second-language acquisition. Canad. J. Psychol., 13(4).

Gardner, R.C. & Lambert, W.E. (1972). Attitudes and motivation in second language learning. Massachusetts: Newbury House Publisher.

Gardner, R.C. (1988). The socio-educational model of second-language learning: Assumptions, Findings, and Issues. Language Learning, 38(1), 101-126.

Gardner, R.C, Tremblay, P.F. & Masgoret, A. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81(3).

Gardner, R.C. (2000). Correlation, causation, motivation and second language acquisition. Canadian Psychology, 41(1).

Gardner, R. C., Masgoret, A.-M., Tennant, J., Mihic, L.(2004). Integrative motivation: changes during a year-long intermediate-level language course. Language Learning, 54(1), 1–34.

Gass, Susan M. and Selinker, Larry. (1994). Second language acquisition: an introductory course. Hillsdale, New: Jersey. Lawrence Erlbaum

Kafipour, R., Noordin, N & Pezeshkian, F. (2011). Effects of motivation and gender on the choice of language learning strategies by Iranian postgraduate students. Pertanika J. Soc. Sci. & Hum. 19 (1), 159 – 171.

Khamkhien, A. (2010). Factors affecting language learning strategy reported usage by Thai and Vietnamese EFL learners. Electronic Journal of Foreign Language Teaching, 7(1), 66–85.

Kissau, S.P., Kolano, L. Q. & Wang, C. (2010). Perceptions of gender differences in high school students’ motivation to learn Spanish. Foreign Language Annals, 43(4), 703 – 721. DOI: 10.1111/j.1944-9720.2010.01110.x.

Kormos J. & Csizer, K. 2014. The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275 – 299.

Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32,3 – 19.

Lamb, M and Wedell, M. (2014). Cultural contrasts and commonalities in inspiring language teaching. Language Teaching Research, 1–18.

Maclntyre. P.D. & Noels, K. A. (1996).Using social-psychological variables to predict the use of language learning strategies. Foreign Language Annals, 29(3), 373 – 386.

Magogwe, J.M. & Oliver, R. (2007).The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35(3), 338–352.

Moeller, A. J., Theiler, J.M. & Wu, C. (2012). Goal setting and student achievement: a longitudinal study. The Modern Language Journal, 96(2), 153 - 169.

Murray, B. (2010). Students’ language learning strategy use and achievement in the Korean as a foreign language. Foreign Language Annals, 43(4), 624 – 634.

Ngo, H., Spooner-Lane, R. & Mergler, A. (2015): A comparison of motivation to learn English between English major and non-English major students in a Vietnamese university, Innovation in Language Learning and Teaching, DOI: 10.1080/17501229.2015.1094076

Noels, K.A. Pelletier, L.G., Clement, R., & Vallerand. R.J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53(S1), 33 -64.

O’Malley, M. J., Chamot, A.U., Stewner- Manzanares, G., Kuper, L. & Russo, R.P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-44.

Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle Publishers.

Park, G. (2011). The validation process of the SILL: A confirmatory factor analysis. English Language Teaching, 4(4).

Pintrich, P.R. & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459 – 470.

Politzer, R. L. & McGroarty, M. (1985). An exploratory study of learning behaviours and their relationship to gains in linguistics and communicative competence. TESOL, 19(1), 103-123.

Rubin, J. (1975). What the “Good language learner” can teach us. TESOL Quarterly, 9, 41-51.

Schunk, D.H. (2005). Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich. Educational Psychologist, 40(2), pp. 85-94, DOI: 10.1207/s15326985ep4002_3.

Setiyadi, A. B. (2014). Skilled-based categories: An alternative measurement for language learning strategies. Journal of Language Teaching and Research, 5(2).

Sherrod, Drury. (1982). Social psychology. New York: Random House.

Sheinker, J. & Sheinker, A. (1989). Metacognition approach to study strategies. Maryland: Aspen Publishers, Inc.

Stratton, Peter and Hayes, Nicky. (1988). A student’s dictionary of psychology. London: Edward Arnold.

Su, M.M. & Duo, P. (2010). EFL learners’ language learning strategy use as a predictor for self-directed learning readiness. The Journal of Asia TEFL, 7(2), 153-176.

Tang, S.W., Ting, S.L. & Mohd Jaafar, N. (2011). Attitudes and motivation of Malaysian secondary students towards learning English as a second language: A case study. 3L: The Southeast Asian Journal of English Language Studies, 17(1), 40 – 54.

Vallerand, R. J., Pelletier, L. G. & Koestner, R. (2008). Reflections on Self-Determination Theory. Canadian Psychology, 49(3), 257–262.

Warden, C.A. & Lin, H.J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, 33(5), 535 – 545.

Vallerand, R. J., Pelletier, L. G. & Koestner, R. (2008). Reflections on Self-Determination Theory. Canadian Psychology, 49(3), 257–262.

Watson , M., Mcsorley, M., Foxcroft C. & Watson, A. (2004). Exploring the motivation orientation and learning strategies of first year university learners. Tertiary Education and Management, 10(3), 193-207.

Wenden, A. (1991). Learner strategies for learner autonomy. New York: Prentice Hall.

Zhang, L & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1), 54 – 69.




DOI: https://doi.org/10.7575/aiac.ijalel.v.5n.7p.40

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2022 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.