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1860799778207563776
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| building |
INTELEK Repository
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| collection |
Online Access
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| collectionurl |
https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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| date |
2009-09-13 20:44:11
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| format |
Restricted Document
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| id |
7357
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UniSZA
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| internalnotes |
Al-Otaibi, Ghazi N. (2004). Language learning strategy use among Saudi EFL students and its rela�tionship to language proficiency level, gender and motivation. Ph.D Dissertation. Indiana Uni�versity of Pennsylvania. Bryman, A. & Cramer, D. (2005). Quantitative data analysis with SPSS 12 and 13. London: Routledge. Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning strategies hand�book. New York: Pearson Education. Chang, S. J. (1990). A study of language learning behaviors of Chinese students at the University of Georgia and the relation of those behaviors to oral proficiency and other factors. Ph.D Disser�tation. Athens, University of Georgia. Chou, Y. (2002). An exploratory study of language learning strategies and the relationship of these strategies to motivation and language proficiency among EFL Taiwanese technological and vocational college students. PhD Dissertation. University of Iowa. Coakes, S.J. (2005). SPSS version 12.0 for windows analysis without anguish. Australia: National Li�brary of Australia. Cohen, A. D. (1990). Language learning: insights for learners, teachers, and researchers. Boston. MA: Heinle & Heinle. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum. Crookes, G. & Schmidt, R. W. (19991). Motivation: reopening the research agenda. Language Learn�ing 41: 469-512. Davies, J.A. (1971). Elementary survey analysis. New Jersey: Prentice Hall. Ehrman, M. E. & Oxford, R. L. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal 73 (1): 1-13. Ehrman, M. E. & Oxford, R. L. (1991). Affective survey. Arlington, VA: Foreign Service Institute. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. Ellis, R. (1998). Second language acquisition. Oxford: Oxford University Press. Field, A. (2006). Discovering statistics using SPSS (and sex, drug, and rock n roll). London: Sage Publications. Gardner, R. C. (1985). Social psychological aspects of language learning: the role of attitudes and motivation. London: Edward Arnold. Gardner, R. C. (1988). The socio-educational model of second-language learning: Assumptions, find�ings, and issues. Language Learning 38 (1): 191-197. Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Row�ley, MA: Newbury House. Gardner, R. C. & MacIntyre, P. D. (1993). A student’s contribution to second language learning. Part II: Affective factors. Language Teaching 26: 1-11. Gardner, R. C., Lalonde, R. N., Moocroft, R., & Evers, F. T. (1985). Second language attrition: The role of motivation and use (Research Bulletin 638). Ontario: University of Western Ontario. Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly 29 (2): 261-297. Griffiths, C. (2003). Language learning strategy use and proficiency: The relationship between pat�terns of reported language learning strategy (LLS) use by speakers of other languages (SOL) and proficiency with implications for the teaching/learning situation. Ph.D Thesis. University of Auckland. Kachru B. B. (1992). World Englishes: approaches, issues and resources. Language Teaching 25: 1- 14. Lukmani, Y. M. (1972). Motivation to learn and language proficiency. Language Learning 22 (2): 261- 274. Macaro, E. (2001). Learning strategies in foreign and second language classrooms. London and New York: Continuum. MacIntyre, P. D. (1994). Toward a social psychological model of strategy use. Foreign Language An�nals 27 (2): 185-195. MacIntyre, P. D. & Noels, K.A. (1996). Using social-psychological variables to predict the use of lan�guage learning strategies. Foreign Language Annals 29 (3): 373-386. McMillan, J. & Schumacher, S. (2006). Research in education: evidence-based inquiry. Boston: Pear�son Education Inc. Mohd Majid Konting. (1990). Kaedah penyelidikan pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Nyikos, M. & Oxford, R. L. (1993). A factor analytic study of language learning strategy use: interpreta�tions from information-processing theory and social psychology. Modern Language Journal. 77: 11-22 O’Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cam�bridge: Cambridge University Press. Okada, M. Oxford, R.L. & Abo, S. (1999). 2nd Ed. Not all like: motivation and learning strategies among students of Japanese and Spanish in an exploratory study. In R.L. Oxford (Ed.). Language learning motivation: pathways to the new century, pp. 105-120. Honolulu: University of Hawaii. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York, Newbury House. Oxford, R. L. (ed.) (1999). Language learning motivation: pathways to the new century. Honolulu: Uni�versity of Hawaii, Second Language Teaching and Curriculum Center. Oxford, R. L. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by uni�versity students. Modern Language Journal 73 (3): 291-300. Oxford, R. L. & Shearin, J. (1994). Language learning motivation: expanding the theoretical frame�work. The Modern Language Journal 78 (1): 12-28. Pallant, J. (2001). SPSS survival Manual. NSW: Allen & Unwin. Park, S. H. (2005) Language learning strategies and the relationship of these strategies to motivation and English proficiency among Korean EFL students. Ph.D Dissertation. University of Kansas. Prokop, M. (1989). Learning strategies for second language users: An analytical appraisal with case studies. Lewiston, NY: The Edwin Mellen Press. Rubin, J. (1987). Learners strategies: theoretical assumptions, research history and typology. In. A. Wenden & J. Rubin (eds.). Learner strategies in language learning, pages. 15-29. Englewood Cliffs, NJ: Prentice Hall. Sekaran, U. (1992). Research methods for business: a skill building approach. New York: John Wiley & Sons. Wenden, A. L. & Rubin, J. (eds.) (1987). Learner strategies in language learning. New Jersey: Pren�tice Hall. Wenden, A. L. (1986). What do second-language learners know about their language learning? A second look at retrospective accounts. Applied Linguistics 7: 186-201. Wenden, A. L. (1991). Learner strategies for learner autonomy. New York: Prentice Hall. Yang, N. D. (1999). The relationship between EFL learners belief and learning strategy use. System 27: 515-535.
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2769-01-FH02-FKI-18-16390.pdf
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qle
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oai_dc
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https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7357
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7357 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7357 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 9 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in qle 2009-09-13 20:44:11 2769-01-FH02-FKI-18-16390.pdf UniSZA Private Access Language learning strategies and motivation among religious secondary school students The International Journal of Language, Society and Culture Studies have indicated that motivation is related to both a high frequency and an appropriate use of language learning strategies (Oxford & Nyikos 1989; Chamot et al. 1999; Macaro 2001). This study is designed to investigate the types and level of Arabic language learning motivation among Malaysian religious secondary school students. We also examine the relationship between the use of language learning strategies and language learning motivation. Data for the study were collected using selfreport questionnaires, including the adaptation Strategy Inventory for Language Learning (Oxford 1990) version 7.0 and the Language Learning Motivation section of the Affective Survey (Ehrman & Oxford 1991). The sample was comprised of 457 Form 4 students from thirteen religious secondary schools in Terengganu, Malaysia. Descriptive statistics, including Pearson and Kruskal Wallis tests, were used to examine the relationship between language learning strategy use and the level of language learning motivation. The results indicate that the students were moderately motivated and tended to have stronger integrative motivation than instrumental motivation. The students’ strategy use was strongly correlated with language learning motivation. Overall, language learners with higher levels of motivation possess a richer repertoire of strategies and employ these strategies more frequently than less motivated language learners. 29 1 71-79 Al-Otaibi, Ghazi N. (2004). Language learning strategy use among Saudi EFL students and its rela�tionship to language proficiency level, gender and motivation. Ph.D Dissertation. Indiana Uni�versity of Pennsylvania. Bryman, A. & Cramer, D. (2005). Quantitative data analysis with SPSS 12 and 13. London: Routledge. Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning strategies hand�book. New York: Pearson Education. Chang, S. J. (1990). A study of language learning behaviors of Chinese students at the University of Georgia and the relation of those behaviors to oral proficiency and other factors. Ph.D Disser�tation. Athens, University of Georgia. Chou, Y. (2002). An exploratory study of language learning strategies and the relationship of these strategies to motivation and language proficiency among EFL Taiwanese technological and vocational college students. PhD Dissertation. University of Iowa. Coakes, S.J. (2005). SPSS version 12.0 for windows analysis without anguish. Australia: National Li�brary of Australia. Cohen, A. D. (1990). Language learning: insights for learners, teachers, and researchers. Boston. MA: Heinle & Heinle. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum. Crookes, G. & Schmidt, R. W. (19991). Motivation: reopening the research agenda. Language Learn�ing 41: 469-512. Davies, J.A. (1971). Elementary survey analysis. New Jersey: Prentice Hall. Ehrman, M. E. & Oxford, R. L. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal 73 (1): 1-13. Ehrman, M. E. & Oxford, R. L. (1991). Affective survey. Arlington, VA: Foreign Service Institute. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. Ellis, R. (1998). Second language acquisition. Oxford: Oxford University Press. Field, A. (2006). Discovering statistics using SPSS (and sex, drug, and rock n roll). London: Sage Publications. Gardner, R. C. (1985). Social psychological aspects of language learning: the role of attitudes and motivation. London: Edward Arnold. Gardner, R. C. (1988). The socio-educational model of second-language learning: Assumptions, find�ings, and issues. Language Learning 38 (1): 191-197. Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Row�ley, MA: Newbury House. Gardner, R. C. & MacIntyre, P. D. (1993). A student’s contribution to second language learning. Part II: Affective factors. Language Teaching 26: 1-11. Gardner, R. C., Lalonde, R. N., Moocroft, R., & Evers, F. T. (1985). Second language attrition: The role of motivation and use (Research Bulletin 638). Ontario: University of Western Ontario. Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly 29 (2): 261-297. Griffiths, C. (2003). Language learning strategy use and proficiency: The relationship between pat�terns of reported language learning strategy (LLS) use by speakers of other languages (SOL) and proficiency with implications for the teaching/learning situation. Ph.D Thesis. University of Auckland. Kachru B. B. (1992). World Englishes: approaches, issues and resources. Language Teaching 25: 1- 14. Lukmani, Y. M. (1972). Motivation to learn and language proficiency. Language Learning 22 (2): 261- 274. Macaro, E. (2001). Learning strategies in foreign and second language classrooms. London and New York: Continuum. MacIntyre, P. D. (1994). Toward a social psychological model of strategy use. Foreign Language An�nals 27 (2): 185-195. MacIntyre, P. D. & Noels, K.A. (1996). Using social-psychological variables to predict the use of lan�guage learning strategies. Foreign Language Annals 29 (3): 373-386. McMillan, J. & Schumacher, S. (2006). Research in education: evidence-based inquiry. Boston: Pear�son Education Inc. Mohd Majid Konting. (1990). Kaedah penyelidikan pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Nyikos, M. & Oxford, R. L. (1993). A factor analytic study of language learning strategy use: interpreta�tions from information-processing theory and social psychology. Modern Language Journal. 77: 11-22 O’Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cam�bridge: Cambridge University Press. Okada, M. Oxford, R.L. & Abo, S. (1999). 2nd Ed. Not all like: motivation and learning strategies among students of Japanese and Spanish in an exploratory study. In R.L. Oxford (Ed.). Language learning motivation: pathways to the new century, pp. 105-120. Honolulu: University of Hawaii. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York, Newbury House. Oxford, R. L. (ed.) (1999). Language learning motivation: pathways to the new century. Honolulu: Uni�versity of Hawaii, Second Language Teaching and Curriculum Center. Oxford, R. L. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by uni�versity students. Modern Language Journal 73 (3): 291-300. Oxford, R. L. & Shearin, J. (1994). Language learning motivation: expanding the theoretical frame�work. The Modern Language Journal 78 (1): 12-28. Pallant, J. (2001). SPSS survival Manual. NSW: Allen & Unwin. Park, S. H. (2005) Language learning strategies and the relationship of these strategies to motivation and English proficiency among Korean EFL students. Ph.D Dissertation. University of Kansas. Prokop, M. (1989). Learning strategies for second language users: An analytical appraisal with case studies. Lewiston, NY: The Edwin Mellen Press. Rubin, J. (1987). Learners strategies: theoretical assumptions, research history and typology. In. A. Wenden & J. Rubin (eds.). Learner strategies in language learning, pages. 15-29. Englewood Cliffs, NJ: Prentice Hall. Sekaran, U. (1992). Research methods for business: a skill building approach. New York: John Wiley & Sons. Wenden, A. L. & Rubin, J. (eds.) (1987). Learner strategies in language learning. New Jersey: Pren�tice Hall. Wenden, A. L. (1986). What do second-language learners know about their language learning? A second look at retrospective accounts. Applied Linguistics 7: 186-201. Wenden, A. L. (1991). Learner strategies for learner autonomy. New York: Prentice Hall. Yang, N. D. (1999). The relationship between EFL learners belief and learning strategy use. System 27: 515-535.
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| spellingShingle |
Language learning strategies and motivation among religious secondary school students
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| summary |
Studies have indicated that motivation is related to both a high frequency and an appropriate use of language learning strategies (Oxford & Nyikos 1989; Chamot et al. 1999; Macaro 2001). This study is designed to investigate the types and level of Arabic language learning motivation among Malaysian religious secondary school students. We also examine the relationship between the use of language learning strategies and language learning motivation. Data for the study were collected using selfreport questionnaires, including the adaptation Strategy Inventory for Language Learning (Oxford 1990) version 7.0 and the Language Learning Motivation section of the Affective Survey (Ehrman & Oxford 1991). The sample was comprised of 457 Form 4 students from thirteen religious secondary schools in Terengganu, Malaysia. Descriptive statistics, including Pearson and Kruskal Wallis tests, were used to examine the relationship between language learning strategy use and the level of language learning motivation. The results indicate that the students were moderately motivated and tended to have stronger integrative motivation than instrumental motivation. The students’ strategy use was strongly correlated with language learning motivation. Overall, language learners with higher levels of motivation possess a richer repertoire of strategies and employ these strategies more frequently than less motivated language learners.
|
| title |
Language learning strategies and motivation among religious secondary school students
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| title_full |
Language learning strategies and motivation among religious secondary school students
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| title_fullStr |
Language learning strategies and motivation among religious secondary school students
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| title_full_unstemmed |
Language learning strategies and motivation among religious secondary school students
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| title_short |
Language learning strategies and motivation among religious secondary school students
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| title_sort |
language learning strategies and motivation among religious secondary school students
|