The Relationships between the Use of Metacognitive Language-learning Strategies and Language-learning Motivation among Chinese-speaking ESL learners at a Vocational Education Institute in Hong Kong
Title
The Relationships between the Use of Metacognitive Language-learning Strategies and Language-learning Motivation among Chinese-speaking ESL learners at a Vocational Education Institute in Hong Kong
The Relationships between the Use of Metacognitive Language-learning Strategies and Language-learning Motivation among Chinese-speaking ESL learners at a Vocational Education Institute in Hong Kong
Keywords: Metacognitive language-learning strategies, language-learning motivation, Chinese ESL learners, Hong Kong, integrative motivation, instrumental motivation
Authors
Wu Man-fat, Manfred
Institute of Vocational Education, Hong Kong
Wu Man-fat, Manfred
Institute of Vocational Education, Hong Kong
Bio Data
Wu Man-fat, Manfred teaches in Hong Kong. He received his MA in Applied Linguistics / TESOL from the University of Leicester and is currently a doctoral student. In addition to language-learning strategies and language-learning styles of Chinese L2 learners (particularly the underachievers), his research interests include language-learning motivation, beliefs on language learning and linguistic self-concept.
Abstract
There has been a lack of research on the relationship between metacognitive language-learning strategies (MCLLSs) and language-learning motivation (LLM) among Chinese-speaking ESL learners in Hong Kong. This article reports the results of a survey of the relationships between the use of MCLLSs and LLM among Chinese-speaking ESL learners at a vocational education institute in Hong Kong. The aims of the study were to identify the patterns of the use of MCLLSs and LLM of the learners and to explore the relationships between the two variables. A survey questionnaire containing items on MCLLSs of the Strategy Inventory for Language Learning (SILL) as well as items on integrative and instrumental motivation from the Attitude/Motivation Test Battery (AMBT) were administered to 192 ESL learners at the institute. Findings indicate that Paying Attention , Finding out language learning and Self-monitoring were of the high use range, while all the other strategies including Self-evaluation , Setting goals and objectives Seeking practice opportunities and Organizing were of the medium use range. Respondents level of LLM in general was found to be moderate, and respondents were more instrumentally than integratively motivated. Results indicate that the levels of the use of MCLLSs are positively related to the levels of motivation of respondents, with integrative motivation having a stronger relationship with strategy use than instrumental motivation and total motivation. Results from stepwise regression show that integrative but not instrumental motivation predict the levels of strategy use. The conclusion of this study is that LLM is positively related to the use of MCLLSs, and integrative motivation is a predictor of the use of MCLLSs. The inadequacies of Gardner s (1985) dichotomous classification in measuring LLM are discussed, and implications for how to promote LLM in the local and other Asian contexts in order to bring about more use of MCLLSs are suggested.
There has been a lack of research on the relationship between metacognitive language-learning strategies (MCLLSs) and language-learning motivation (LLM) among Chinese-speaking ESL learners in Hong Kong. This article reports the results of a survey of the relationships between the use of MCLLSs and LLM among Chinese-speaking ESL learners at a vocational education institute in Hong Kong. The aims of the study were to identify the patterns of the use of MCLLSs and LLM of the learners and to explore the relationships between the two variables. A survey questionnaire containing items on MCLLSs of the Strategy Inventory for Language Learning (SILL) as well as items on integrative and instrumental motivation from the Attitude/Motivation Test Battery (AMBT) were administered to 192 ESL learners at the institute. Findings indicate that Paying Attention , Finding out language learning and Self-monitoring were of the high use range, while all the other strategies including Self-evaluation , Setting goals and objectives Seeking practice opportunities and Organizing were of the medium use range. Respondents level of LLM in general was found to be moderate, and respondents were more instrumentally than integratively motivated. Results indicate that the levels of the use of MCLLSs are positively related to the levels of motivation of respondents, with integrative motivation having a stronger relationship with strategy use than instrumental motivation and total motivation. Results from stepwise regression show that integrative but not instrumental motivation predict the levels of strategy use. The conclusion of this study is that LLM is positively related to the use of MCLLSs, and integrative motivation is a predictor of the use of MCLLSs. The inadequacies of Gardner s (1985) dichotomous classification in measuring LLM are discussed, and implications for how to promote LLM in the local and other Asian contexts in order to bring about more use of MCLLSs are suggested.
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See pages 93-117
[/private]Category: Main Editions, Volume 9 Issue 3
