Please use this identifier to cite or link to this item: http://vpet.vtc.edu.hk/dspace/handle/999/184
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
Authors: Wu, Man Fat, Manfred
Issue Date: 2007
Publisher: Nanzan University
Journal: Asian EFL Journal
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.
Description: Available online (free) pdf via Journal website
http://www.asian-efl-journal.com/1073/quarterly-journal/2007/9/
Keywords: Metacognitive therapy
English language -- Study and teaching -- Foreign speakers
Motivation (Psychology)
Chinese
Second language acquisition
Questionnaires
Hong Kong
China
Chinese ESL learners
Instrumental motivation
Integrative motivation
Language-learning motivation
Metacognitive language-learning strategies
Type: Article
ISSN: 1738-1460
Appears in Collections:Teaching and Learning

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