The Impact of Motivational Regulation on EFL Learning

Motivational regulation has been regarded as an important aspect of SRL and may have an impact on academic learning. As presented in Chap. 4, Chinese college students do use a variety of motivational-regulation strategies in English learning. However, an important question related to motivational regulation is its effectiveness in FL learning. Is motivational regulation an important factor influencing the process and achievement of FL learning? If yes, how does it influence the FL learning process and achievement? Therefore, it is necessary and important to explore the function of motivational regulation in FL learning. To answer this question, the present study examined the relations between motivational regulation with students’ motivational beliefs, language learning strategies, and English achievement.

To explore the relations of motivational regulation with other components of self-regulated language learning, the language-learning strategies scale (LLSS), English-learning goal orientations scale (ELGOS), and English self-efficacy scale (ESES) were designed. The LLSS, ELGOS, ESES were also included in the questionnaire on self-regulated English learning and the data about these aspects were collected together with the part on motivational regulation. ELGOS and ESES belong to the third part of the questionnaire, labeled as motivational beliefs, and LLSS is the fourth part of the questionnaire. Before displaying and discussing the relations of motivational regulation with these components, these scales will be described.

© The Author(s) 2017

K. Li, Motivational Regulation in Foreign Language Learning, DOI 10.1057/978-1-349-93118-7_5

 
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