EFL learners’ motivational beliefs and their use of learning strategies
سال انتشار: 1394
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 133
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شناسه ملی سند علمی:
JR_AREUIT-4-1_001
تاریخ نمایه سازی: 5 دی 1400
چکیده مقاله:
The present study attempted to examine the relationship between English as a Foreign Language (EFL) learners’ 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 ۷۰% 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 learners’ learning outcomes.
کلیدواژه ها:
Self-regulated learning (SRL) ، motivational beliefs ، learning strategies ، Motivated Strategies for Learning Questionnaire (MSLQ)
نویسندگان
Abbas Ali Rezaee
University of Tehran, Iran
Shiva Kaivanpanah
University of Tehran, Iran
Sedigheh Najibi
Faculty Member, Columbia College,Fairfax, Virginia, USA
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