The Interconnection of Motivation and Self Regulated Learning Among University Level EFL Students

Irfan Tosuncuoglu

doi:10.5539/elt.v12n4p105

Abstract

The main aim of this research is to investigate learners in higher education in a Turkish context, in terms of motivational components such as goal orientation, self efficacy, intrinsic value, test anxiety and self-regulated learning components such as cognitive strategy usage and self regulation. The study was carried out with 233 students in higher education enrolled in the English Language and Literature department. Descriptive, variance and correlation analyses were carried out to answer the research questions. The results showed that the participants were reported to have satisfactory level of goal orientation, self efficacy, intrinsic value, test anxiety, cognitive strategy usage and self regulation. ANOVA results indicated that there were statistically significant differences between the three types of students, regular (daytime), evening, and distance education, with regard to goal orientation and self-efficacy. Furthermore, correlation analysis suggested that there was a moderate level of correlation between self-regulation and cognitive strategy usage. This research on the whole, infers that self-regulated learning means empowering the student to take charge of their motivation and educational pathway, and that while doing so, teachers should keep in mind that the classroom remains a formal environment that still requires self-efficacy and self-regulation and these are all interrelated.

Highlights

Over the past decades, the dynamic field of learning and teaching has taken many steps forward in accordance with the progression of technology, economy and political situations in the world
What are the perceptions of higher education students in terms of; a) goal orientation, b) self efficacy, c) intrinsic value, d) test anxiety, e) cognitive strategy usage and f) self regulation
Research question 1: What are the perceptions of higher education students in terms of: (a) goal orientation, (b) self efficacy, (c) intrinsic value, (d) test anxiety, (e) cognitive strategy usage, and (f) self regulation?

Summary

Introduction

The dynamic field of learning and teaching has taken many steps forward in accordance with the progression of technology, economy and political situations in the world. In the field of language teaching and learning, research during 1970s and 1980s largely focused on pedagogy rather than on learning processes Being proficient in another language different from one’s mother tongue is one of the academic, professional and social requirements of the twenty-first century, as the world is becoming smaller and many people have equal opportunities for international events. People from all around the world learn a second language in order to catch these international chances, it is not an easy task for everyone It is a complex process involving a great number of variables (Brown, 1987), and a series of diverse learning behaviours (Dörnyei, 1990), the outcome of L2 (second language) acquisition is different from the L1 (first language) and ranges from zero to native-like proficiency (Dörnyei, 2005). Realising the importance of this fact, the concerns of research in SLA (Second Language Acquisition) shifted from teaching methods to learner characteristics in the early seventies (Wenden, 1987)

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