The Relationships Among Language Learning Strategy,  Motivation, Anxiety and Autonomy in Chinese EFL Learners

Cheng, Jianfeng; Raj, Gerard Sagaya; Ai, Joanna Tan Tjin

doi:10.14419/ijet.v7i3.21.17224

Cited by 12 publications

(30 citation statements)

References 3 publications

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“…Studies on learner autonomy have also attempted to find the interaction between LA and motivation (Bacquet, 2017;Gardner & Yung, 2015;Ma & Ma, 2012), LA and gender (Kırmızı & Kıraç, 2018;Koçak, 2003;Razeq, 2014), and LA and language proficiency (Jianfeng et al, 2018;Karatas et al, 2015;Mohamadpour, 2013). To extend the research on and gain further insights into the factors affecting LA, this study investigated the role of gender and major of study on students' perceptions of their readiness for autonomy.…”

Section: Research On Students' Readiness For La In Non-western Contextsmentioning

confidence: 99%

Readiness for autonomous English language learning: The case of Indonesian undergraduate students

Daflizar¹,

Petraki

2022

Indonesian J. Appl. Linguist.

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The purpose of this study was threefold: (1) to investigate how Indonesian undergraduate students perceive their teachers’ and their responsibilities in English language learning; (2) to investigate how the students perceive their abilities related to autonomous English language learning; (3) to examine if there are differences in the students’ perceptions of their responsibilities and abilities concerning gender and majors of study. The study employed a mixed-methods research approach with a sequential explanatory design and recruited 402 participants in the quantitative phase and 30 participants in the qualitative phase. The data were collected through questionnaires and semi-structured interviews. The findings showed that the majority of students deemed the teacher to be the one in charge of their learning despite their positive perceptions of their abilities. No significant difference was found between males and females in their perceptions of responsibilities and abilities. Regarding majors of study, no significant difference was found between English major students and non-English majors in their perceptions of their abilities; however, there was a significant difference between the groups’ perceptions of their responsibilities. The research advocates the need for awareness-raising on the benefits of learner autonomy and appropriate teacher training for the Indonesian context.

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Section: Research On Students' Readiness For La In Non-western Contextsmentioning

confidence: 99%

Readiness for autonomous English language learning: The case of Indonesian undergraduate students

Daflizar¹,

Petraki

2022

Indonesian J. Appl. Linguist.

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“…It seems that very few studies focused on Englishmajor students' LA performance in comparison to students of different majors. For example, Chen and Li (2014) and Jianfeng, Raj and Ai (2018) investigated the LA of English-major students in light of other factors, which are beyond the scope of the study. Although the current study found a slightly significant difference between the two groups, this difference was more toward the non-English-major students.…”

Section: Discussionmentioning

confidence: 99%

“…It found the participants' professional knowledge, language ability, and research ability are the main influencing factors in their autonomy. In another study by Jianfeng, Raj, and Ai (2018), English-major participants' LA was investigated in correlation with language proficiency. The study found that participants' LA significantly correlated with their language proficiency.…”

Section: Literature Reviewmentioning

confidence: 99%

Examining Saudi EFL University Students’ Readiness for Online Learning at the Onset of Covid-19 Pandemic

Ghobain¹,

Zughaibi²

2021

AWEJ

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Nowadays, especially after the COVID-19 crisis lockdown, the heavy reliance on technology and online platforms led to a greater expectation of more learning autonomy among English learners in EFL contexts such as Saudi Arabia. The sudden shift to online learning requires an investigation into students’ readiness and willingness for such a mode of learning. This can provide educators with many prospects about learning outcomes achievement and assessment, test performance, and interaction during classes. Therefore, the current study seeks to contribute to the well-known area of learner autonomy research, which is still lacking in the context of the study, by exploring the readiness of Saudi first-year undergraduate English learners towards online education. Participants’ level of readiness is identified according to their autonomous behaviors and activities. The study will also assess the investigated concept considering the influence of gender and field of study of the participants on their autonomy levels. A total of 802 students participated in this study. It was found that Saudi first-year university students are moderately autonomous, that both males and females have similar levels of aptitude and readiness for taking responsibility for their learning, and that English-major and non-English-major groups showed comparatively similar levels across different learning autonomy dimensions. Yet interestingly, English-major participants displayed a relatively lower autonomy level than students of other majors.

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“…A vast number of scholars and practitioners in the fields of English language teaching have investigated the topics of learner autonomy and motivation during the past few decades. The correlation between motivation, autonomy and English proficiency has been sufficiently explored in China with the participation of 458 non-English major students from one university in Henan province [31], and 229 Englishmajored final-year students at a university in Vietnam [32]. The relationship between autonomy and English proficiency has been examined in different universities in Indonesia through Melvina and Julia's study [33] with 40 second-year undergraduate English majors and Myartawan et al's research [34] with 120 first-semester English-majored students.…”

Section: Research On Relationship Between Autonomy Motivation and Eng...mentioning

confidence: 99%

“…To answer two RQs, the study adopted a quantitative approach, widely recognised as systematic, controlled and objective [39] and useful for the description and/or explanation of numerical relationships [40] Particularly, the correlational relationship method was used to collect data on two variables to examine a relationship between them [41]. This research methodology is in line with numerous previous studies conducted by Jianfeng et al, [31], Khoiriyah [35], Melvina & Julia [33], Phuong and Vo [32], and Syafrizal et al, [37] The study was conducted in the Foreign Language Department at Vinh University, Vietnam. The main participants were 200 first-year English majors who have taken the General English module in the second semester in 2020.…”

Section: Research Design and Participantsmentioning

confidence: 99%

Learner Autonomy, Motivation and English Speaking Proficiency: A Study Among English Foreign Language Univerity Students in Nghe An

Minh¹,

Ngoc²

2023

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It is well acknowledged that autonomy and motivation have significant effects on language acquisition performance. Despite considerable work on motivation and autonomy in language learning, the relationship between learners' autonomy, motivation, and English speaking proficiency has not been sufficiently investigated. This article aims to explore the link between learners' autonomy, motivation, and English speaking proficiency. 200 English Foreign Language university students at Vinh university were given questionnaires to assess their autonomy and motivation in developing speaking abilities. The association between learners' autonomy, motivation, and their English speaking proficiency was determined by comparing this data to the speaking proficiency test scores. The analysis of the acquired findings revealed that learners with lower speaking grades reported being less independent than those with better English speaking proficiency. Similarly, the results indicated a correlation between learners' speaking grades and motivation levels. Some pedagogical implications thus should entail modifications to the language instruction curriculum to facilitate the development of learner autonomy and motivation.

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The Relationships Among Language Learning Strategy, Motivation, Anxiety and Autonomy in Chinese EFL Learners

Cited by 12 publications

References 3 publications

Readiness for autonomous English language learning: The case of Indonesian undergraduate students

Readiness for autonomous English language learning: The case of Indonesian undergraduate students

Examining Saudi EFL University Students’ Readiness for Online Learning at the Onset of Covid-19 Pandemic

Learner Autonomy, Motivation and English Speaking Proficiency: A Study Among English Foreign Language Univerity Students in Nghe An

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