EFL learners’ motivational beliefs and their use of learning strategies

Abstract

The present study attempted to examine the relationship between English as a Foreign <br />Language (EFL) learners' motivational beliefs and their use of learning strategies. The three <br />components of motivation, i.e. expectancy component, value component and affective <br />component, were examined in relation to metacognitive, cognitive and effort management <br />strategies. Two hundred and fifty seven EFL learners representing different proficiency levels <br />completed the Persian version of the Motivated Strategies for Learning Questionnaire (MSLQ), <br />which consisted of motivation scale and learning strategies scale. The analysis of the effect of <br />proficiency level on motivational beliefs showed a significant effect of proficiency level on test <br />anxiety and extrinsic goal orientation, suggesting that less proficient learners were significantly <br />more anxious and more extrinsically oriented compared to advanced learners of English. It was <br />also found that self-efficacy, control of learning beliefs, intrinsic goal orientation and task <br />value could account for 70% of variations in self-regulated learning (SRL) strategies. Based on <br />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 <br />outcomes.