This study aimed to determine the levels of intrinsic motivation, extrinsic motivation, and effort regulation and to demonstrate whether the two determinations of motivation are related to effort regulation. For the measurement, the Motivated Strategies for Learning Questionnaire created by Pintrich and Garcia (1991) was utilized. 12 questions among a total of 81 questions from the MSLQ were selected: four questions from the intrinsic motivation scales, four questions from the extrinsic motivation scales, and four questions from the effort regulation scales. A total of 98 participants completed a survey for this study. The results showed that the students demonstrated the higher levels in intrinsic motivation (M= 5.77, SD= ,909) than in extrinsic motivation (M= 5.36, SD= 1.115). In addition, the levels of effort regulation of the participants in this study also were high. In the results related to the relationship between the two determinations and effort regulation, intrinsic motivation was found to be less correlated to effort regulation, while extrinsic motivation was determined to likely be correlated to effort regulation. Based on these results, this study suggests that instructors or teachers should facilitate their students in order that they be motivated as well as make use of effort regulation while learning of English.
Ⅱ. Literature Review