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The present study aimed to examine the role of motivation in self-regulated EFL learning and identify the language learning strategies used by the students in learning English as foreign language in Assosa senior secondary school. Moreover, the study attempted to know whether there is relationship between motivation and self-regulated English as foreign language learning. The total population of the study was 200 EFL learners of grade 11th at Assosa senior secondary school. Out of which 133 participants were selected using simple random sampling technique to participate in the study. The necessary data for the study were gathered using questionnaires and semi-structured interviews. The questionnaires consisted of 20 motivation questions, 5 SRL questions and 25 language learning strategy questions. Descriptive statistics such as percentage, mean and Pearson’s product moment correlation coefficient was used as means of data analysis. Consequently, the calculated mean score of students’ motivation were found to be significantly higher in all dimensions of motivation and Pearson’s correlation coefficient revealed that there existed significantly strong positive relationship between students’ motivation and SRL in English as foreign language learning. Likewise, students were found to use a wide range of language learning strategies which fall in all of the six language learning strategies recognized in literature such as (metacognitive, affective, memory, cognitive, social and compensation strategies). Similarly, the interview results confirmed that students have different motivational factors for learning EFL; some learn English for their academic requirements while others learn English to interact or integrate with the native speakers and others also learn for getting jobs or becoming internationally competent in their jobs. Therefore, it is possible to conclude that students’ level of motivation was found to be higher in the study area and there is strong positive relationship between motivation and SRL English as foreign language learning. There is also great variation in terms of language learning strategies used by students in their course of foreign language learning. Hence, the researcher recommended that since the role of motivation in learning EFL is vital, students’ motivation needs to be enhanced or developed by the teachers and parents. Instructional designers and curriculum developers should also create motivating and engaging contents which enhances students’ intrinsic motivation. Schools also need to create conducive or enabling climate for the students to practice EFL learning. The study also recommends that EFL teachers would teach English in an interesting or in the manner that motivate the learners.
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