Innovation in Language Learning

Studies dedicated to Second Language Acquisition (SLA) highlighted the importance of motivation in learning a second language. Lu and Berg (2008) reported motivation as a key factor in learning a second language. Motivation theories attempt to answer questions about “what gets individual moving” and towards what activities or tasks (Pintrich & Schunk, 2002). In second language research, “motivation is considered as a driving force that initiates learning and later helps to sustain the process of learning” (Dornyei, 2005). Many studies have been done on second language learning strategy (e.g. Moradi & Saricoban, 2012; Ghavamnia, Kassaian & Dabaghi, 2011; Rahimi, Riazi & Saif, 2008). This correlational study aims to investigate the relationship between language learning strategies and the motivation level of second language learners in private schools of Karachi, Pakistan. Further, it intends to explore what strategies students use to learn English Language. The study also explores the relationship of language learning strategies and the motivation level of Cambridge students on one hand and the students of Matric system on the other. To collect data, two questionnaires SILL (Strategy Inventory for Language Learning) and ATMB (Attitude Motivation Test Battery) were adapted. These questionnaires were then administered to students (n=250+) from private schools (n=8) that comprised those that followed the O level examination system (n=4) as well schools which were registered with the Matric examination system (n=4). Data collection was done through convenience sampling. Data were analyzed with the help of SPSS and Pearson r to explore the relationship between the language learning strategies and the motivation level of second language learners. The results of the study indicated a significant relationship between language learning strategies and the motivation level of second language learners. However, it was found that learners used more of cognitive, memory, and social strategies for learning English as compared to metacognitive, compensation and affective strategies.

Keywords: Language Learning Strategies, Second Language Acquisition, L2 Learners, Motivation.

References:

• Dornyei, Z. (2005). The psychology of language learner. Mahwah: NJ: Lawrence Erlbaum Associates.
• Ghavamnia, M., Kassaian, Z., & Dabaghi, A. (2011). The relationship between language learning strategies, language learning beliefs, motivation, and proficiency: A study of EFL learners in Iran. Journal of language teaching and research. 2(5), pp. 1156-1161.
• Lu, Y. & Berg, D.R. (2008). ESL learners’ learning motivations and strategies. The international journal of learning, 15(1), pp. 17-24.
• Moradi, A., & Saricoban, A. (2012). Motivation and cognitive strategies of Turkish and Iranian learners of Englsih. H.U. Journal of Education, pp: 65:76.
• Pintrich, P.R. & Schunk, D.H. (2002). Motivation in education: Theory, research, and application (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
• Rahimi, Riazi & Saif (2008). An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. Journal of Applied Linguistics, pp. 31-60.