The Relationship between Language Learning Strategies and Achievement Goal Orientations from Taiwanese Engineering Students in EFL Learning
Wen-Jye Shyr 1  
Hung-Yun Feng 1
Li-Wen Zeng 1
More details
Hide details
National Changhua University of Education, TAIWAN
Wen-Jye Shyr   

National Changhua University of Education, No.1, Jin-De Road, Changhua 500, Taiwan, 500 Changhua, Taiwan
Online publish date: 2017-09-24
Publish date: 2017-09-24
EURASIA J. Math., Sci Tech. Ed 2017;13(10):6431–6443
This study investigated the relationships between language learning strategies (LLSs) and achievement goal orientations (AGOs) in Taiwanese engineering students taking an EFL (English as a Foreign Language) class. Fifty freshmen from college of technology in university in central Taiwan participated in this study. All of the participants had studied English as a foreign language for more than six years. This study found that, among six categories of language learning strategies, students preferred using social strategies, such as asking for help from others while learning English. Students also frequently employed compensation strategies when presented with unfamiliar English words. Cognitive and affective strategies were the least used. In terms of achievement goal orientations, students employed the mastery-approach and the performance-approach more frequently than mastery-avoidance and performance-avoidance. Finally, a significant correlation was identified between language learning strategies and achievement goal orientations.
Allahdadi, S., Jahedizadeh, S., Ghanizadeh, A. &Hosseini, A. (2016). On the Impact of Achievement Goal-orientations on EFL University Students’ Demotivation. International Journal of Educational Investigations, 3(1), 103-114.
Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. In G. Roberts (Ed.), Motivation in sports and exercise, Champaign, IL: Human Kinetics Books, 161-176.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
Benson, P., & Gao, X. (2008). Individual variation and language learning strategies. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings, Bristol, England: Multilingual Matters, 25-40.
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics.
Chen, I. (2001). Language learning strategies used by high and low English proficiency students in a technology college (Unpublished thesis). National Changhua University of Education, Changhua, Taiwan.
Chen, W. Y. (2012). Moderated effects of classroom goal structure on the relationships between students’ goal orientation, self-efficacy, and approach/avoidance behavior (Unpublished master’s thesis). National Cheng Kung University, Tainan.
Chuang, H.Y. (2007). The study of foreign language anxiety, English learning motivation and strategies in the elementary school (Unpublished master’s thesis). National Chayi University, Chayi, Taiwan.
Dupeyrat, C., & Mariné, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30, 43-59.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
Fenollar, P., Román, S., & Cuestas, P. J. (2007). University students’ academic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77, 873-891.
Griffiths, C. & Oxford, R. L. (2014). The twenty-first century landscape of language learning strategies: Introduction to this special issue. System, 43, 1-10.
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
He, T. H. (2004). The relations among trichotomous achievement goals, self-efficacy, and self-regulation in EFL sixth-grade classes in Taiwan. Journal of National Taipei Teachers College, 17(1), 111-133.
Hsieh, D. L. (2003). The analysis of mediating effect of 4-Dimensional Goal Orientation of Junior High School Students (Unpublished master’s thesis). National Chenkung University, Tainan, Taiwan.
Jeon, E. H. & Yamashita, J. (2014). L2 Reading Comprehension and Its Correlates: A Meta‐Analysis. Language Learning, 64(1), 160-212.
Ko, Y. W. (2001). Perceptual style preferences and their relationship to English achievement and learning strategies of junior high EFL learners in Taiwan. (Unpublished master’s thesis). National Gau-Shung University of Education, Taiwan.
Lan, L. R. & Oxford, R. L. (2003). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics in Language Teaching, 41(4), 339-379.
Li, C. W. (2012). The mediating effect of individual goal orientation on the relation between effort belief and self-regulated learning strategies, and the moderating effect of ability belief (Unpublished master’s thesis). National Cheng Kung University, Tainan.
Liao, Y. F. (2000). A study of Taiwanese junior high school students’ EFL learning motivation and learning strategies. Unpublished master’s thesis, National Changhua University of Education, Taiwan.
Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486-512.
Lin, C. C., & Hsieh, C. L. (2001). Effects’ of vocation high school students’ goal orientation on learning strategies and academic achievement. Journal of Educational Measurement and Statistics, 9, 131-168.
Lin, Y. H. (2011). The effect of cues of classroom goal and personal goal orientation on solving mathematics problems and self-regulated learning (Unpublished master’s thesis). National Cheng Kung University, Tainan.
Liu, M. L. (2005). A study of beliefs about language learning and learning strategies of senior high school students (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung, Taiwan.
Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388-422.
Musa, K. J., Dauda, B., & Umar, A. (2016). Gender differences in achievement goals and performances in English language and mathematics of senior secondary schools students in Borno State. Journal of Education and Practice, 7(27), 165-175.
Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.
O’Malley, J. & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Ong, S. Y. (2005). English language learning strategies used by the sophomore students of a technology university (Unpublished master’s thesis). Nantai University of Science and Technology, Tainan, Taiwan.
Oxford, R. L. (1989). Strategy inventory for language learning (SILL), EFL/ ESL 7.0 version.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.
Peng, I. N. (2001). EFL motivation and strategy use among Taiwanese senior high school learners. Unpublished master’s thesis, National Taiwan Normal University, Taiwan.
Pintrich, P. R. (2000). Multiple-goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, 319-337.
Prediger, S. & Zindel, C. (2017). School academic language demands for understanding functional relationships: A design research project on the role of language in reading and learning. Eurasia Journal of Mathematics, Science and Technology Education, 13(7b), 4157-4188.
Rubin, Joan (1987). Learner strategies: theoretical assumptions, research history and typology. In A. Wenden & Joan Rubin (eds), 15-19.
Short, D. J. (2017). How to integrate content and language learning effectively for English language learners. EURASIA Journal of Mathematics Science and Technology Education, 13(7b), 4237-4260.
Tickle, S. (2001). What have we learnt about student learning? A review of the research on study approach and style. Kybernetes, 30(7/8), 955-969.
Vandewalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995-1015.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-243.
Wu, W. C. (2016). The relationship among individual goal orientations, self-regulated learning strategies and on-task/off-task motivation interference of junior high school students (Unpublished master’s thesis). National Cheng Kung University, Tainan.
Yang, N. (1992). Second language learners’ beliefs about language learning and their use of learning strategies: A study of college students of English in Taiwan (Unpublished doctoral dissertation). University of Texas, Austin.