The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups

Kormos, Judit and Csizer, Kata (2014) The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48 (2). pp. 275-299. ISSN 0039-8322

Abstract

Autonomous learning and effective self-regulatory strategies are becoming increasingly important in foreign language learning as, without these, students might not be able to exploit the learning opportunities outside language classrooms. In our study we investigated the influence of motivational factors and self-regulatory strategies on autonomous learning behavior with the help of structural equation modelling. We developed a new questionnaire for Hungarian learners, which we administered to 638 students in three groups: secondary school students, university students, and adult language learners. Our structural equation models show that strong instrumental goals and international posture, together with positive future self-guides, are prerequisites for the use of effective self-regulatory strategies, which in turn play an important role in influencing students’ autonomous use of traditional and computer-assisted learning resources. The findings reveal no major structural differences between the groups, which suggests that our model is applicable to the most important language learner populations in the context investigated. Efficient management of time and boredom, as well as pro-activity in seeking out learning opportunities, were found to be necessary to promote the autonomous use of traditional learning resources. In contrast, the self-regulatory strategies of satiation- and time-management control were not important determiners of independent use of modern learning technology. The results indicate that in order to exploit the affordances of learning technology, a pro-active approach to locating and using these learning resources is necessary.