Language Learning Strategies as Predictors of Goal Orientation

To investigate language learning strategies as predictors of goal orientation components (intrinsic, extrinsic, task, ability approach, and ability avoid goal orientation), 145 B.A level students majoring in English translation and English language teaching were selected. The instruments included the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire-MSLQ. Data were analyzed through stepwise multiple regression analyses. Results indicated that meta-cognitive, compensation, and cognitive strategies had predictive power on intrinsic goal orientation. There was also a significant relationship between affective strategies and extrinsic goal orientation. In addition, the relationships between affective, meta-cognitive, and compensation strategies and task goal orientation were statistically significant. The findings further showed that social and compensation strategies had predictive power on ability approach goal orientation. Likewise, social strategies were the best predictors of ability avoid goal orientation. The findings of the present study may have implications for L2 learners, teachers, and material developers.

Language Learning Strategies, Goal Orientation