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. 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