Relationships between language learning strategies, positive emotions, language learning motivation and English language proficiency among Malaysian ESL undergraduates
During the previous decades, a considerable amount of literature was published on the relationship between language learning strategy use and language proficiency. These studies were conducted under the presupposition that more frequent use of language learning strategies is associated with highe...
محفوظ في:
| المؤلف الرئيسي: | |
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| التنسيق: | أطروحة |
| اللغة: | English |
| منشور في: |
2017
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://psasir.upm.edu.my/id/eprint/68474/1/FBMK%202018%2013%20IR.pdf |
| الوسوم: |
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| الملخص: | During the previous decades, a considerable amount of literature was published on the
relationship between language learning strategy use and language proficiency. These
studies were conducted under the presupposition that more frequent use of language
learning strategies is associated with higher language proficiency. However, to date,
various studies have revealed contradictory findings. Similarly, second language
learning studies have suggested that the construct of emotions is related to second
language learning variables, such as language learning strategy use and language
learning motivation. As a pioneering research in this realm, this study argues that
students’ positive emotions is a mediating variable in the relationships between
language learning proficiency, language learning strategy use, and language learning
motivation. In this respect, this study was aimed at investigating the use of English
learning strategies among Malaysian ESL undergraduates. In addition, it attempted to
determine whether there is any significant difference in the use of language learning
strategies across English proficiency levels among the participants. It also aimed to
compare the frequent users and under-users of language learning strategies in terms of
their levels of positive emotions. Finally, it examined the relationships between
language learning strategy use, positive emotions, and language learning motivation.
The theoretical bases of the study were the broaden and build theory (Fredrickson,
2001), Pekrun’s (2006) control-value theory of academic emotions, and Gardner’s
motivation theory (1985).
This study adopted a sequential mixed methods design. In total, 750 Malaysian ESL
undergraduates were selected through stratified random sampling from five Malaysian
public universities. The quantitative data were collected through three sets of
questionnaires: (a) Oxford's (1990) Strategy Inventory for Language Learning (SILL),
Fredrickson's (2009) modified Differential Emotional Scale (mDES), and Perez's
(2013) Attitude and Motivational Test Battery (AMTB). Moreover, the follow up
qualitative data were gathered through semi-structured interviews and focus group
discussion with a select number of the participants. For the quantitative data, a series of MANOVAs, ANOVAs, t-tests and correlational analyses were employed, whilst for the
qualitative data, the value-laden responses were transcribed, coded thematically, and
analysed.
The findings of the study indicate that Malaysian ESL undergraduates have a medium
degree of strategy use and there are significant differences in their overall uses of
language learning strategies across proficiency levels. Furthermore, the findings
revealed significant discrepencies in positive emotions levels across users of language
learning strategies. A positive significant relationship was also found between positive
emotions, overall language learning strategy use, and different categories of language
learning strategies. The qualitative findings demonstrated that there is consistencey
between learners’ enhanced experience of positive emotions and their tendency to
apply a greater variety of language learning strategies.
The findings of the study underscore the importance of students’ positive emotions in
their language learning strategy use and language learning motivation, which in turn,
are related to their language proficiency. The study proposes further consideration of
positive and negative emotions in future studies on language learning as they seem to
have significant bearing on English language learning. |
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