Wiki - Laboratoire RELIA - Contributions [fr]

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-16T02:09:18Z

DDD9665LT :

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies. Electronic Journal of Foreign Language Teaching [e-FLT], 20(1), 74–90. https://doi.org/10.56040/gipa2015

==Summary==
This article presents the results of a quantitative study on the relationships among intrinsic and extrinsic motivation, learning strategies, and second/foreign language (L2) achievement. Several results were found from this research, and the main one shows that there are significant correlations among motivation, self-efficacy and learning strategies and achievement. The highest correlation was found among intrinsic motivation and self-efficacy, while the lowest was found between intrinsic motivation and extrinsic motivation.

==Research objective(s)==
The objective of this research is to contribute to understanding and knowledge in the relations among motivational components, learning strategies, and L2 achievement. The focus is on how motivation and learning strategies contribute to achievement either uniquely or in tandem.

==Conceptual or theoretical frame of reference==

The theoretical framework articulates the notions of (a) different facets of motivation, (c) learning strategies, and (c) L2 achievement. The author examines the correlations among these three elements in order to define the Triadic relations among Motivation, Learning Strategies, and L2 achievement. The author firstly developed a general model accounting for the contributions of intrinsic motivation, extrinsic motivation, and self-efficacy to L2 achievement by way of learning strategies and then formed four submodels by combining various aspects of motivation

==Methodology==

The research strategy is based on a quantitative methodology using a questionnaire applied to 291 university students learning English in Korea. The questionnaire adopts the model of the Motivated Strategies for Learning Questionnaire (MSLQ). Professors in charge of the English reading course were asked to help collect data. Pearson product moment correlation and structural equation modeling (SEM) was used to analyze the collected data.

==Results==

It was found that all the variables－intrinsic motivation, extrinsic motivation, self-efficacy, learning strategies, and achievement－were significantly related to each other, with intrinsic motivation and self-efficacy having the highest relationship.

It was also found that the best model fitting the current data was Model 4 with two predictor variables, extrinsic motivation and self-efficacy, accounting for achievement through learning strategies.

A difference between the two predictors, extrinsic motivation and self-efficacy, was found in direct and indirect effects on achievement.

==Critical thinking==

The topic addressed in this article is informative and allows us to advance knowledge and understanding of the correlations between motivations, learning strategies, and L2 achievement. The focus on motivation and learning strategies that contribute to achievement either uniquely or in tandem is very thought-provoking. As someone who has conducted quantitative studies before, I would like to hear the comments or responses provided by participants regarding their personal experiences from the surveys related to learning strategies and how their motivations can transform between intrinsic and extrinsic aspects.

==Examples of practical benefits==

The pedagogical aspects proposed in this article could be useful for ESL teachers to design their approaches by awakening students’ motivation and instructing learning strategies. The combination of goal-setting and intrinsic interest and curiosity could work together to boost students’ persistence, confidence and help maintain their motivation. I also find it very effective to apply different learning strategies to students with different levels of self-efficacy.

==Read more==

* The website of Electronic Journal of Foreign Language Teaching – published by the NUS Centre for Language Studies: https://e-flt.nus.edu.sg/

* A relevant article of the author: Park, G. P. (2011). The Validation Process of the SILL: A Confirmatory Factor Analysis. English Language Teaching, 4(4), 21-27.
https://eric.ed.gov/?id=EJ1081044

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-16T02:08:51Z

DDD9665LT :

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.Electronic Journal of Foreign Language Teaching [e-FLT], 20(1), 74–90. https://doi.org/10.56040/gipa2015

==Summary==
This article presents the results of a quantitative study on the relationships among intrinsic and extrinsic motivation, learning strategies, and second/foreign language (L2) achievement. Several results were found from this research, and the main one shows that there are significant correlations among motivation, self-efficacy and learning strategies and achievement. The highest correlation was found among intrinsic motivation and self-efficacy, while the lowest was found between intrinsic motivation and extrinsic motivation.

==Research objective(s)==
The objective of this research is to contribute to understanding and knowledge in the relations among motivational components, learning strategies, and L2 achievement. The focus is on how motivation and learning strategies contribute to achievement either uniquely or in tandem.

==Conceptual or theoretical frame of reference==

The theoretical framework articulates the notions of (a) different facets of motivation, (c) learning strategies, and (c) L2 achievement. The author examines the correlations among these three elements in order to define the Triadic relations among Motivation, Learning Strategies, and L2 achievement. The author firstly developed a general model accounting for the contributions of intrinsic motivation, extrinsic motivation, and self-efficacy to L2 achievement by way of learning strategies and then formed four submodels by combining various aspects of motivation

==Methodology==

The research strategy is based on a quantitative methodology using a questionnaire applied to 291 university students learning English in Korea. The questionnaire adopts the model of the Motivated Strategies for Learning Questionnaire (MSLQ). Professors in charge of the English reading course were asked to help collect data. Pearson product moment correlation and structural equation modeling (SEM) was used to analyze the collected data.

==Results==

It was found that all the variables－intrinsic motivation, extrinsic motivation, self-efficacy, learning strategies, and achievement－were significantly related to each other, with intrinsic motivation and self-efficacy having the highest relationship.

It was also found that the best model fitting the current data was Model 4 with two predictor variables, extrinsic motivation and self-efficacy, accounting for achievement through learning strategies.

A difference between the two predictors, extrinsic motivation and self-efficacy, was found in direct and indirect effects on achievement.

==Critical thinking==

The topic addressed in this article is informative and allows us to advance knowledge and understanding of the correlations between motivations, learning strategies, and L2 achievement. The focus on motivation and learning strategies that contribute to achievement either uniquely or in tandem is very thought-provoking. As someone who has conducted quantitative studies before, I would like to hear the comments or responses provided by participants regarding their personal experiences from the surveys related to learning strategies and how their motivations can transform between intrinsic and extrinsic aspects.

==Examples of practical benefits==

The pedagogical aspects proposed in this article could be useful for ESL teachers to design their approaches by awakening students’ motivation and instructing learning strategies. The combination of goal-setting and intrinsic interest and curiosity could work together to boost students’ persistence, confidence and help maintain their motivation. I also find it very effective to apply different learning strategies to students with different levels of self-efficacy.

==Read more==

* The website of Electronic Journal of Foreign Language Teaching – published by the NUS Centre for Language Studies: https://e-flt.nus.edu.sg/

* A relevant article of the author: Park, G. P. (2011). The Validation Process of the SILL: A Confirmatory Factor Analysis. English Language Teaching, 4(4), 21-27.
https://eric.ed.gov/?id=EJ1081044

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-16T02:07:57Z

DDD9665LT : /* Résumé */

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.
Park, Gi-Pyo. (2023). Contributions of motivational components to L2 achievement through the mediation of learning Strategies. Electronic Journal of Foreign Language Teaching [e-FLT], 20(1), 74–90. https://doi.org/10.56040/gipa2015

==Summary==
This article presents the results of a quantitative study on the relationships among intrinsic and extrinsic motivation, learning strategies, and second/foreign language (L2) achievement. Several results were found from this research, and the main one shows that there are significant correlations among motivation, self-efficacy and learning strategies and achievement. The highest correlation was found among intrinsic motivation and self-efficacy, while the lowest was found between intrinsic motivation and extrinsic motivation.

==Research objective(s)==
The objective of this research is to contribute to understanding and knowledge in the relations among motivational components, learning strategies, and L2 achievement. The focus is on how motivation and learning strategies contribute to achievement either uniquely or in tandem.

==Conceptual or theoretical frame of reference==

The theoretical framework articulates the notions of (a) different facets of motivation, (c) learning strategies, and (c) L2 achievement. The author examines the correlations among these three elements in order to define the Triadic relations among Motivation, Learning Strategies, and L2 achievement. The author firstly developed a general model accounting for the contributions of intrinsic motivation, extrinsic motivation, and self-efficacy to L2 achievement by way of learning strategies and then formed four submodels by combining various aspects of motivation

==Methodology==

The research strategy is based on a quantitative methodology using a questionnaire applied to 291 university students learning English in Korea. The questionnaire adopts the model of the Motivated Strategies for Learning Questionnaire (MSLQ). Professors in charge of the English reading course were asked to help collect data. Pearson product moment correlation and structural equation modeling (SEM) was used to analyze the collected data.

==Results==

It was found that all the variables－intrinsic motivation, extrinsic motivation, self-efficacy, learning strategies, and achievement－were significantly related to each other, with intrinsic motivation and self-efficacy having the highest relationship.

It was also found that the best model fitting the current data was Model 4 with two predictor variables, extrinsic motivation and self-efficacy, accounting for achievement through learning strategies.

A difference between the two predictors, extrinsic motivation and self-efficacy, was found in direct and indirect effects on achievement.

==Critical thinking==

The topic addressed in this article is informative and allows us to advance knowledge and understanding of the correlations between motivations, learning strategies, and L2 achievement. The focus on motivation and learning strategies that contribute to achievement either uniquely or in tandem is very thought-provoking. As someone who has conducted quantitative studies before, I would like to hear the comments or responses provided by participants regarding their personal experiences from the surveys related to learning strategies and how their motivations can transform between intrinsic and extrinsic aspects.

==Examples of practical benefits==

The pedagogical aspects proposed in this article could be useful for ESL teachers to design their approaches by awakening students’ motivation and instructing learning strategies. The combination of goal-setting and intrinsic interest and curiosity could work together to boost students’ persistence, confidence and help maintain their motivation. I also find it very effective to apply different learning strategies to students with different levels of self-efficacy.

==Read more==

* The website of Electronic Journal of Foreign Language Teaching – published by the NUS Centre for Language Studies: https://e-flt.nus.edu.sg/

* A relevant article of the author: Park, G. P. (2011). The Validation Process of the SILL: A Confirmatory Factor Analysis. English Language Teaching, 4(4), 21-27.
https://eric.ed.gov/?id=EJ1081044

==Objectif(s) de la recherche==

==Cadre de référence, conceptuel ou théorique==

==Méthodologie==

==Résultats==

==Réflexion critique==

==Exemples de retombées pratiques==

==Pour en savoir plus==

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T21:52:47Z

DDD9665LT :

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.
==Résumé==

==Objectif(s) de la recherche==

==Cadre de référence, conceptuel ou théorique==

==Méthodologie==

==Résultats==

==Réflexion critique==

==Exemples de retombées pratiques==

==Pour en savoir plus==

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T21:51:46Z

DDD9665LT :

Nom, P. (2022). Titre de l'article.

2023-12-13T21:46:57Z

DDD9665LT : DDD9665LT a déplacé la page Nom, P. (2022). Titre de l'article. vers Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies. par-dessus une redirection

#REDIRECTION [[Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.]]

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T21:46:57Z

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T21:46:41Z

DDD9665LT :

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T21:44:59Z

DDD9665LT :

Nom, P. (2022). Titre de l'article.
==Résumé==

==Objectif(s) de la recherche==

==Cadre de référence, conceptuel ou théorique==

==Méthodologie==

==Résultats==

==Réflexion critique==

==Exemples de retombées pratiques==

==Pour en savoir plus==

Tableau des articles scientifiques

2023-12-13T21:43:30Z

DDD9665LT :

Voir la page des [[Consignes de l'activité: Analyse d'un article scientifique]] avant de compléter le tableau

{| class="wikitable" style="margin:auto"
|+ Tableau synthèse des articles analysés

|-
! Auteur-trice-s. (année). Titre !! Revue

|-
| [[Adinda, D. et al. (2022). Effets de situations à problèmes sur l’autodirection des étudiants : le cas d’une formation hybride à l’entrepreneuriat.]]|| Revue internationale des technologies en pédagogie universitaire International Journal of Technologies in Higher Education
|-

|-
| [[Roy, Normand, Gruslin Édith et Poelhuber, B. (2020). Le développement professionnel au postsecondaire à l'ère du numérique.]]|| Revue internationale des technologies en pédagogies universitaire International Journal of Technologies in Higher Education
|-

|-
| [[Allard, C. et Robert, A. (2022). Étudier les classes inversées en mathématiques. Préalables méthodologiques sur les cours: le cas particuliers des "capsules"]]|| Recherches en éducation, v. 46, pp 1-17.
|-

|-
| [[Papadopoulou, M. (2023). Les démarches d'accompagnement en formation ouverte et à distance.]]|| Distances et médiations des savoirs
|-

|-
| [[Raby, C. Tremblay-Wragg, E. Viola, S. Marie-Joyca, P. et Meunier, H.(2020). Portfolio numérique en contexte de pandémie.]]|| Revue internationale des technologies en pédagogie universitaire
|-

|-
| [[Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.]]|| Electronic Journal of Foreign Language Teaching
|-

|-
| [[Nom, P. (2022). Titre de l'article.]]|| Nom de la revue
|-

|}

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T21:40:59Z

DDD9665LT : DDD9665LT a déplacé la page Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies. vers Nom, P. (2022). Titre de l'article. par-dessus une redirection

Nom, P. (2022). Titre de l'article.

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T21:40:08Z

DDD9665LT :

Nom, P. (2022). Titre de l'article.

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T21:39:50Z

DDD9665LT : /* Résumé */

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.
Nom, P. (2022). Titre de l'article.

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T21:38:06Z

DDD9665LT :

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.
==Résumé==

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T21:09:21Z

DDD9665LT : Page blanchie

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T21:01:42Z

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies. Electronic Journal of Foreign Language Teaching, 20(1), 74-90.

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T20:59:56Z

DDD9665LT :

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies. Electronic Journal of Foreign Language Teaching, 20(1), 74-90.

Park, G. P. (2023). Contributions of motivational components to L2 achievement through the mediation of learning strategies.

2023-12-13T20:57:58Z

DDD9665LT : /* Résumé */

==Résumé==