Abstract
This study examined language learning strategy and goal orientation of college-level English Language Learners (ELLs) by using a questionnaire survey. It analyzed the relationship between goal orientation and demographic characteristics and further explored the correlation between learning strategy use and goal orientation. The results of the study show that non-Asian ELLs had a greater performance goal orientation tendency than Asian ELLs. ELLs who had bachelor’s degree had a higher level of mastery goal orientation, as well as performance-approach goals than those who had master’s and doctoral degree. Female ELLs had a higher level of mastery goal orientation than male ELLs. Mastery goal orientation is positively related to all types of strategy, and it possessed the beneficial role in strategy use. Effective instructional methods for ELLs were provided to promote their adopting of mastery goals.
Highlights
The number of English Language Learners (ELLs) at U.S colleges has exceeded one million and nine (Institute of International Education, 2020)
This study aims to examine ELLs’ learning strategy and goal orientation in a university setting and analyzes the relationship between strategy use and goal orientation
An investigation of ELLs’ strategy use and goal orientation and how they relate with each other and the influence of language learning behaviors could make significant contributions to both the teaching and learning processes as they relate to indicators of success
Summary
The number of ELLs at U.S colleges has exceeded one million and nine (Institute of International Education, 2020). Promoting ELLs’ strategy use and goal orientation in university settings is essential to provide effective instruction. This study aims to examine ELLs’ learning strategy and goal orientation in a university setting and analyzes the relationship between strategy use and goal orientation. An investigation of ELLs’ strategy use and goal orientation and how they relate with each other and the influence of language learning behaviors could make significant contributions to both the teaching and learning processes as they relate to indicators of success. The current study can offer suggestions on language learning for instructors and researchers. It will list appropriate instructional resources and methods that match students’ current proficiency level. What is the relationship between goal orientation and demographic characteristics for university ELLs? The research questions are as follows: 1. What is the relationship between goal orientation and demographic characteristics for university ELLs?
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