The Effect of High School Program and University Study Length on Taiwanese EFL University Students’ Motivational Identities and Learning Strategy Use

Abstract

Language learning strategies and motivational selves are two important factors that contribute to language learning success. Examining these variables and discovering what impacts them can help learners to understand their own motivation and strategy use and help teachers formulate better lesson plans and instruction. Besides being independent variables, they have also been shown to be related to one another. This study seeks to examine the impact of high school program and current year of study on Taiwanese university English majors’ motivational selves and language learning strategy choices. Using the SILL and a Motivational Self Systems questionnaire, data was collected from 96 students across all four undergraduate years at a private Taiwanese university. The results show that there are correlations between motivational factors and some types of learning strategies. However, there were no significant differences among the sample according to either high school program or current year of study. It is suggested that other factors, such as geographical location of the students’ homes or the economic level of the students’ families may have an impact. Future research should continue to explore these phenomena.

Keywords: Language learning strategies, L2 motivation, Motivational self system, EFL students, SILL

DOI: 10.7176/JLLL/53-05