The Relationship between Language Learning Strategies and Achievement Goal Orientations from Taiwanese Engineering Students in EFL Learning

• Published in: Eurasia Journal of Mathematics, Science and Technology Education Vol. 13; no. 10; p. 6431
• Main Authors: Shyr, Wen-Jye, Feng, Hung-Yun, Zeng, Li-Wen, Hsieh, Ying-Ming, Shih, Chia-Yu
• Format: Journal Article
• Language: English
• Published: East Sussex 01.10.2017
• Subjects: Cognitive style; Deep learning; Education; Engineering; English as a second language; Foreign language learning; Language; Metacognition; Motivation; Students
• ISSN: 1305-8223; 1305-8215; 1305-8223
• DOI: 10.12973/ejmste/76660

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.