Understanding EFL Learners’ Learning Motivational Regulation Strategies: An Exploratory Evidence from Students in a Chinese-foreign Cooperative Project

• Ling Wang ^[1]
  1. [1] Henan University

     Henan University

     China

     
• Localización: Revista de Cercetare si Interventie Sociala, ISSN-e 1584-5397, Vol. 66, 2019, págs. 41-58
• Idioma: inglés
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• Resumen

  • Exploring the motivational regulation strategies is of significance in Second Language Acquisition. To better understand the strategies used by Chinese college students to regulate their motivation in learning English, this study sampled 256 college students of a Chinese-foreign Cooperative Project in one of the “Double First-rate” colleges in Henan, mainland China. Data were collected through a questionnaire on motivational regulation strategies．An exploratory factor analysis has yielded six types of motivational regulation strategies, which encompass academic achievement enhancement, interest enhancement, peer competitive stimulation, self-reward, volitional control and task value enhancement. The results of descriptive statistical analysis show that all the six strategies were used with medium to high frequency. The results of independent sample T test have shown that the only peer competitive stimulation strategy of female students is significantly better than that of male students among the six motivational regulation strategies. The results of one-way ANOVA indicate that high level students in English are better at using regulation strategies to sustain and promote motivation than low level students. Lastly, this study suggests students be trained in motivational regulation strategies, especially in those that can help promote the intrinsic and integrative motivation.