This chapter presented the motivational-regulation strategies used by Chinese EFL college students, their overall pattern in using motivational- regulation strategies, the differences between students’ use of these strategies, the differences in using these strategies in terms of gender, subject specialty and language proficiency of the participants.

Chinese college students use a variety of strategies to sustain or increase their motivation in English learning. Eight types of motivational-regulation strategies were identified: interest enhancement, performance self-talk, mastery self-talk, self-reward, negative-based incentive, task-value enhancement, volition control, and self-efficacy enhancement. The students not only used these strategies but also used them frequently. However, the students did not use these strategies with equal frequency, that is, they used certain strategies more frequently than others. Specifically, the strategies used more frequently were task-value enhancement, self-efficacy enhancement and volitional control, and the strategies of self-reward, interest enhancement and performance self-talk were used much less frequently, with selfreward as the least used of the three followed by interest enhancement and performance self-talk. There were also statistical differences between females and males in using motivational-regulation strategies. Females used seven of the eight strategies more frequently than males. However, in the light of the findings of the present study, students’ specialties did not affect the use of motivational-regulation strategies. Language proficiency was found to be an important factor affecting the use of motivational-regulation strategies. The higher the students’ English proficiency, the more frequent the students’ use of motivational-regulation strategies. In the present study, the high-proficiency group used six motivational-regulation strategies more frequently than the medium-proficiency group. The six strategies were: interest enhancement, performance self-talk, mastery selftalk, self-reward, task-value enhancement, and self-efficacy enhancement. The high-proficiency group used seven motivational-regulation strategies more frequently than the low-proficiency group with the exception of negative-based incentive. The medium-proficiency group scored higher than the low-proficiency group in the use of three motivational-regulation strategies: self-talk, self-reward, and task-value enhancement.

< Prev   CONTENTS   Source   Next >