A Correlational Study Of Non-English Major College Students’motivational Regulation Strategies And Their Language Learning Achievement

Motivation is consistently been regarded as a critical factor in students’language learning and achievement. And a lot of studies have been done by lots of researchers in this field. But students’motivation can fluctuate easily and even become deficient or lower, language learners should take certain motivational regulation strategies to keep efficient study. Whereas, there has been little research so far that has been devoted to exploring how motivational regulation influences foreign language learning. We know very little about whether and how foreign language learners regulate their motivation, not to mention the role of motivational regulation in foreign language learning. Therefore, this study attempts to examine the overall situation of motivational regulation of non-English majors in college with a focus on exploring what strategies they usually use to regulate their motivation in their process of language learning and to explore the impact of motivational regulation on foreign language learning achievement.This study aims to address the following questions:(1) What is the general pattern of motivational regulation strategies used by the college students of medical majors?(2) What are the differences in using motivational regulation strategies in terms of college students’gender and their language levels?(3) What are the relations between motivational regulation strategies and language learners’learning achievement?This study mainly used questionnaires to do the survey. The subjects are233students from four classes of Hebei Medical University. Then the author used SPSS to analyze the data collected from the questionnaires, including descriptive statistics, independent samples t-test, one-way ANOVA and correlational analysis. The results of the analysis showed that almost every student used many types of motivational regulation strategies. And female students used motivational regulation strategies with greater frequency than did the male students. The higher the student’s foreign English language level was, the student’s frequency of using motivational regulation strategies in the process of language learning was higher. The results also showed the strong correlation between motivational regulation strategies and college students’ language learning achievement.Although there are limitations to the study, the results of this study have both theoretical and practical implications. This study made an attempt to explore the motivational regulation of foreign language learners. It gives more insight into the role and effects of motivational regulation in self-regulated learning. It may also attract more researchers to pay more attention to this area in order to provide sufficient theoretical basis for teaching and learning.The findings suggest that foreign language teachers and students should pay more attention to motivational regulation. Foreign language teachers should not only take their efforts to stimulate students’ learning motivation, but also to help students learn to regulate learning motivation to keep efficient in the process of learning.