The Relationship of Language Learning Motivation, Learning Strategy, and English Class Performance

Language Learning Motivation, Learning Strategy, and English Class Performance

Abstract

Limited opportunities for future language use pose a challenge to English language learners especially in the rural areas. This hitch is amplified by the gradual shift to face-to-face learning, which exacted the learning gains during the pandemic. Paucity of practice and inferior perception of one’s ability to use the language could affect one’s motivation for language learning, and one’s level of motivation to learn a language affects the choice of language learning strategy. This study sought to determine the students’ language learning motivation level, the language learning strategy of high-motivated and low-motivated learners, and the relationship of these strategies to the students’ English grades. Results revealed that the strategies used of a student under a specific level of English language learning motivation have a significant relationship to his or her English grades. For instance, the English grades of high-motivated learners increase as they use specific language learning strategies. On the other hand, the English grades of low-level motivated students decrease despite their use of language learning strategies. The results of this study aim to propose considerations both in linguistic pedagogy and the unpacking of the post pandemic language curriculum.