Motivation and Learning Strategies as Predictors of Achieved Proficiency of High School Learners of English

This study explored the predictive role of motivation and learning strategies in achieved English proficiency of 405 high school students seeking college admission in Korea. A slightly revised version of a self-report questionnaire on language learning motivation developed by Schmidt, Boraie, and Kassabgy (1996) and Oxford's (1989) Strategy Inventory for Language Learning (SILL) were employed to measure those two psychological constructs. Based on an a priori theorized structure of motivational orientations and learning strategies, factor analyses yielded nine factor solutions for each construct. The effect size is approximately 31% of shared variance, high enough to have practical significance. A recursive causal model was formulated and tested using path analysis employing structural equation modeling (SEM) with observed variables. Both direct and indirect effects of selected predictor variables (Determinism, Learning Orientation, and Belief about Failure; Practice, and Holistic Approach) on achieved English proficiency were found. One plausible explanation for these results is that positively or negatively perceived value components may influence individuals' attitudes and beliefs about L2 learning and orient them to attain a certain level of language proficiency.