The relationship between the use of language learning strategies and motivation

Lee, Sow Ying (2006) The relationship between the use of language learning strategies and motivation. Masters thesis, Universiti Malaysia Sabah.


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Using Oxford's SILL (1990 Version 7.0), the researcher investigated language learning strategy use among 127 Semester One PISMP learners at four Teachers Training Colleges in Sabah. This study focused on the frequency of ESL learning strategy used and its correlation with motivation. Descriptive statistics indicate that the Semester One PISMP learners were moderate strategy users (Overall strategy; mean= 3.14, SD = 0.42); the most frequently used strategy was Metacognitive Strategy (mean = 3.43, SD = 0.56) and the least frequently used were Memory Strategy (mean = 2.91, SD = 0.55), and Affective Strategy (mean = 2.91, SD = 0.65). The t-test results show that there is a significant difference between overall LLS and motivation. The study also reveals that Metacognitive, Cognitive, and Social Strategies on the SILL seem to indicate that motivation makes a significant difference on strategy use. Pearson Correlation Analysis reveals a significantly moderate relationship between overall language learning strategies and motivation (r = 0.35), suggesting that highly-motivated learners employed the use of more learning strategies. With other language learning strategies, strong intercorrelations were found. In light of the previous research, the findings were discussed and recommendations provided.

Item Type: Thesis (Masters)
Uncontrolled Keywords: Oxford's SILL, language learning strategy, Teachers Training Colleges, motivation
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: SCHOOL > School of Education and Social Development
Date Deposited: 11 Aug 2014 06:17
Last Modified: 30 Oct 2017 03:22

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