Language Learning Strategies, Motivation and EFL Proficiency: A Study of Chinese Tertiary-Level Non-English Majors

• Published in: Eurasian Journal of Applied Linguistics
• Main Author: Gu Y.; Sharil W.N.E.H.
• Format: Article
• Language: English
• Published: Hacettepe University 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85210012709&doi=10.32601%2fejal.10221&partnerID=40&md5=869a0080cefa9d041e23615ac8ea94a4

This article investigates the impact of three factors on English as a Foreign Language (EFL) learners' language learning practices in China. Utilizing the Methodology Stock for Language Learning (Ledge), Motivated Strategies for Learning Questionnaire (MSLQ), and Foreign Language Classroom Anxiety Scale (FLCAS), the study collected data to analyse these practices. Findings revealed that Chinese EFL learners predominantly employed memory strategies, followed by compensation, metacognitive, cognitive, affective, and social strategies. Specific tactics included predicting unfamiliar terms, monitoring their progress in English learning, and seeking improvement methods. Additionally, motivation and anxiety were identified as significant influences on their language learning practices. The study provides valuable insights for enhancing English language instruction and potentially improving performance among Chinese EFL learners. Despite some existing research on Chinese tertiary and middle school EFL learners, there is limited understanding of how variables such as gender, culture, learning style, and motivation interact with language learning strategies. This study examined the effects of motivation and learning practices on EFL competency through two self-report questionnaires based on Oxford’s Strategy Inventory for Language Learning (SILL). The results indicate that motivation and learning strategies are linked to students' EFL proficiency levels. While Chinese EFL learners' motivation is comparable to that of learners in other EFL contexts, it also exhibits distinct features. The findings are discussed in relation to the behaviour of Chinese EFL students and academic implications are considered. © 2024 EJAL & the Authors.