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Using Mixed Methods to Investigate the Relationship Between Student Motivation and Academic Achievement From socio-cultural perspective

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Sino-US English Teaching 2013年第2期10卷 125-130页

作者： Le Huong Hoa Police University Ho Chi Minh City Vietnam

Language learning is a complex process for many reasons. First, it is closely related to linguistics. Second, language is social as it occurs within certain social contexts. And finally, it is individual. Personal characteristics such as experience, gender and age, attitude and aptitude, motivation, beliefs, self-confidence, and anxiety greatly influence language learning. Among these variables, motivation is considered to be one of the most important factors affecting the success of second or foreign language learning. However, the relationship between motivation and educational achievement is not quite clear. In the current literature, motivation is regarded as socially constructed, therefore as dynamic rather than static. Little research has been conducted on the motivation of Vietnamese students studying English as a compulsory curriculum component rather than as a major from a socio-cultural perspective. Understanding the relationship between student motivation and academic achievement as well as the socio-cultural factors that affect students＇ motivation will be an important contribution to motivation theory. Therefore, the situation requires longitudinal and in-depth research into student motivation, the factors affecting it during the learning process, and the relationship between student motivation and academic achievement. A mixed method approach has been chosen to meet the needs of the study. It is believed that insights in these areas will help address the issue of motivation at the Police University.

关键词： student motivation academic achievement socio-cultural perspective

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From Learning English to Learning in English:A Comparative Study of the Impact of Learning Contexts upon Chinese EFL Learners' Strategy Use

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Chinese Journal of Applied Linguistics 2014年第2期37卷 244-263,265,266页

作者：李池利福建工程学院外语系

The past three decades have witnessed a proliferation of research on Chinese English as a foreign language （EFL） learners＇ use of learning strategies, but little has been examined about the potential influence of learning contexts upon their strategic engagement. This paper reports on the findings of an investigation of the impact of learning contexts upon the use of learning strategies of two cohorts of EFL learners in China. Both cohorts were non-English majors, one from a university where English is the medium of instruction （EMI） and the other from an EFL university. The data were collected using questionnaires and semi-structured interviews. Results reveal that learners from the EMI university demonstrated a higher level in their overall use of learning strategies over their counterparts from the EFL university. Independent T-test shows that the two cohorts were significantly different in their use of cognitive, meta-cognitive, affective and social strategies. These findings were discussed from a socio-cultural perspective. Implications are presented for the reform of English language education in China and beyond.

关键词： Learning Strategies Chinese EFL Learners socio-cultural perspective Learning Contexts

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