Name : Saidah Luthfiah

NIM : 202123048
Critical literacy: annotated bibliography

English Language Learning Strategies in Increasing Learning Motivation

1. Abstract: An increasing number of studies have been committed to the effectiveness of

mobile learning applications. This study examined motivation, learning strategies,
learning outcomes, and their mutual correlations in mobile English language learning via
two experiments. Results suggested that in mobile English language learning, (a)
motivation was significantly stronger than in traditional English language learning; (b)
students adopted significantly more learning strategies than in traditional English
language learning; (c) learning outcomes were significantly better than in traditional
English language learning; and (d) motivation, learning strategies, and learning outcomes
were positively correlated in both learning approaches at the significance level .025.
Although it is necessary to further identify the underlying mechanisms, findings suggest
interdisciplinary cooperation in future research.
Cite: Yu, Z., Xu, W. & Sukjairungwattana, P. Motivation, Learning Strategies, and
Outcomes in Mobile English Language Learning. Asia-Pacific Edu Res 32, 545–560
(2023).
2. Abstract: This study aims at investigating the correlation between language learning
strategies (LLSs) and writing achievement, the correlation between motivation and
writing achievement, and the correlation between LLSs combined with motivation and
writing achievement. It involved one-hundred English as a foreign language (EFL)
students of a senior high school which is located in a big city in Indonesia. The students
were selected randomly to be the participants of this study. The data were collected by
using the Strategy Inventory for Language Learning (SILL) questionnaire, motivation
questionnaire, and writing tests. The results of research revealed that the null hypotheses
for the three correlational analyses were rejected. In other words, there is a significant
correlation between LLSs and writing achievement; there is a significant correlation
between motivation and writing achievement; and there is a significant correlation
between LLSs combined with motivation and writing achievement. Theoretically, this
study supports the important roles of LLSs and motivation, either separately or combined,
in predicting writing achievement. Pedagogically, when teaching writing, EFL teachers
are recommended to introduce the potential of LLSs to EFL students, arouse the students’
motivation to write, or to apply both of them simultaneously to boost EFL students’
writing achievement.
 Cite: Nasihah, M., & Cahyono, B. (2017). Language learning strategies, motivation, and
writing achievement of Indonesian EFL students. Arab World English Journal (AWEJ)
Volume, 8.
3. Abstract: Motivation is a fundamental factor to fructify any functional and effective
classroom setting with interest, hope and expressive fruitful teaching experience.
Motivating foreign language learners to advance successfully in learning the target
language (English) is a domain that has been discussed widely in many language learning
studies. In fact, there is still much argumentation on to what extent motivation influence
language learning as there is not clear evidence of how motivation manipulates the
success or failure of the target language. It is noticeable that language learners, in this
case Saudi university students, do not invest as much time in learning English as they do
in learning their specialist subjects. This paper tends to look at the meaning of motivation
and how far does it go to affect language learning. It also attempts to investigate factors
that frustrate learners by conducting different research tools such as interviews and
questionnaires for both English students and instructors. Research results present that
many students dislike English classes and wish not to participate or attend them.
Additionally, teachers comment that despite the efforts to promote language learning, the
outcome of their students is considered to be unsatisfactory. Teachers believe that this
can be contributed to the fact that they are pressed to complete fixed curriculum in a
limited period of time and abide by strict instruction to evaluate their students with no
room left for them to personalize their own learning experience. Therefore, teachers need
to be given opportunities to broaden their pedagogical repertoires and make English
learning more engaging and more meaningful. The study implications shed the light on
some useful hints to be applied in EFL classes.
Cite: A. Bukhary, S., & A. Bahanshal, D. (2013). Motivation and Learning Strategies in
a. International Journal of Applied Linguistics and English Literature, 2(5), 192-200.
4. Abstract: This study investigates the use of language learning strategies among EFL
university freshmen and its relation with English learning motivation. The findings
indicate that participants with high English proficiency level displayed a significantly
higher level of strategy use than their counterparts at lower and intermediate levels.
Compensation strategies were used most often by students of lower English proficiency
levels, while metacognitive strategies were used most by students of higher-proficiency
abilities. Among the six categories of strategies, metacognitive and cognitive strategies
were found to have higher correlations with motivation, while compensation strategies
had lower correlations. The frequency of strategy use had a highly significant and
positive correlation with motivation. Strategies involving audio and visual elements were
found to be favored by the research participants. Pedagogical implications and
suggestions drawn from the current study were presented to enhance the sustainability of
English language learning and the effectiveness of English language teaching.
 Cite: Chang, C. H., & Liu, H. J. (2013). Language Learning Strategy Use and Language
Learning Motivation of Taiwanese EFL University Students. Electronic journal of
foreign language teaching, 10(2).
5. Abstract: Students facing difficulties in learning English because of a range of factors
and issues are often demotivated to learn. This has a direct impact on the entire learning
process. Research into motivation in the EFL classroom has discovered that certain
strategies can encourage learners to think more positively and thus be more motivated in
their language learning process. This paper critically discusses types of motivation
strategies in the EFL classroom and their increase in popularity. Following this, it
critically considers ways in which motivation strategies are still lacking and hence
presents some approaches to better promote these from the perspective of students,
teachers and policy makers. Along with providing specific recommendations for further
research on L2 motivation, the paper concludes by calling on for adopting a range of
motivational strategies that can improve student foreign language learning.
Cite: Alshenqeeti, H. (2018). Motivation and foreign language learning: Exploring the
rise of motivation strategies in the EFL classroom. International Journal of Applied
Linguistics & English Literature.
6. Abstract: This study aims at investigating the correlation between language learning
strategies (LLSs) and writing achievement, the correlation between motivation and
writing achievement, and the correlation between LLSs combined with motivation and
writing achievement. It involved one-hundred English as a foreign language (EFL)
students of a senior high school which is located in a big city in Indonesia. The students
were selected randomly to be the participants of this study. The data were collected by
using the Strategy Inventory for Language Learning (SILL) questionnaire, motivation
questionnaire, and writing tests. The results of research revealed that the null hypotheses
for the three correlational analyses were rejected. In other words, there is a significant
correlation between LLSs and writing achievement; there is a significant correlation
between motivation and writing achievement; and there is a significant correlation
between LLSs combined with motivation and writing achievement. Theoretically, this
study supports the important roles of LLSs and motivation, either separately or combined,
in predicting writing achievement. Pedagogically, when teaching writing, EFL teachers
are recommended to introduce the potential of LLSs to EFL students, arouse the students’
motivation to write, or to apply both of them simultaneously to boost EFL students’
writing achievement.
Cite: Nasihah, M., & Cahyono, B. (2017). Language learning strategies, motivation, and
writing achievement of Indonesian EFL students. Arab World English Journal (AWEJ)
Volume, 8.
7. Abstract: This research aimed to investigate second language learners' motivation and
learning of English and the ways in which the teachers supported the students' motivation
 and learning in natural classroom settings. Based on Self-Determination Theory (SDT),
questionnaires were developed and data were collected from students and their teachers
in twelve English language classrooms around Thailand. In addition, each lesson was
observed by two observers. The data were triangulated and used to describe the students'
motivation and learning and the teacher's motivational strategies in each class. The
findings showed that most students had a relatively high level of motivation and many
reported having internal interests in learning English; however, the level of learning was
not assessed to be as high. Furthermore, a few students in almost every class showed a
lack of motivation. The teachers were found to employ a variety of motivational
strategies, including autonomy-support and controlling styles. While autonomy
controlling strategies were commonly used in these classes, autonomy-support strategies
were found only in highly motivated and high performing classrooms. The findings from
this study suggest the use of strategies that do not only initialize but also nurture students'
internal motivation in order to enhance sustainable learning of English in and outside the
classroom; therefore, research on how motivation theories are deployed in teacher
education programs should be further undertaken.
Cite: Vibulphol, J. (2016). Students' Motivation and Learning and Teachers' Motivational
Strategies in English Classrooms in Thailand. English language teaching, 9(4), 64-75.
8. Abstract: This paper deals with two of the key factors in the L2 learning process,
namely, learning motivation and strategies. A group of engineering students from Bilbao
(Spain) having a good command of English for General Purposes (EGP) and taking a
course in English for Specific Purposes (ESP) are the basis of a study in which types of
English Learning Motivation (ELM), i.e. intrinsic and extrinsic (integrative and
instrumental) (Brown, 2000), and types of English Learning Strategies (ELSs), i.e.
memory, cognitive, compensation, metacognitive, affective and social strategies (Oxford,
1990), are analysed. As expected, Instrumental ELM and Cognitive and Metacognitive
ELSs are the most widely used by these learners. However, some striking and significant
differences appear in connection with: 1) male vs female Intrinsic ELM and Social ELSs;
2) 21-23 vs 24-27 age group Instrumental (EGP) ELM, and Metacognitive and Social
ELSs. Finally, with respect to the prospective correlation between ELM and ELS types,
the results seem to confirm that there are significant correlations among most of them;
e.g., Instrumental (ESP) ELM is positively and significantly correlated with all but
Affective ELM.
Cite: González Ardeo, J. M. (2016). Learning motivation and strategies of ESP
university students. LFE. Revista de Lenguas para Fines Específicos.
9. Abstract: Students' active regulation of learning, through being motivated and a variety
of cognitive and metacognitive strategies, is crucial to their online learning success.
Despite the large numbers enrolled in online language courses, very little is known about
students' motivation and strategy use in these learning environments, or how they may
affect their online learning outcomes. This study helps fill this gap by examining
 students' motivation and learning-strategy use across a number of online language
courses, and investigating the role of motivation and such strategies within the
framework of self-regulated learning. Based on data about online language-learning
strategies collected from 466 high-school-level online language students in a
Midwestern virtual school, our findings indicated that online learning strategies operated
at a moderate level in the process of foreign language-learning. Further analysis
using structural equation modeling revealed that the use of online learning strategies
predicted students’ online learning outcomes.
Cite: Lin, C. H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and
motivation in online language learning: A structural equation modeling
analysis. Computers & Education, 113, 75-85.
10. Abstract: The purpose of this research is to identify the factors that influence the
learning motivation of Universitas Teknokrat Indonesia students. It also aims to reveal
the motivational sub-factors that affect the student learning process. This study uses a
qualitative research method used questionnaire consisting of 2 intrinsic motivation
factors and 3 extrinsic motivation factors, with a total of 30 questions. Questionnaire in
the form of 5 Likert Scale. The sample amounted to 30 students from the majors in sports
education, mathematics education, and English education. Data from the questionnaire
were analyzed using statistical procedures and described descriptively. The results
showed that extrinsic motivation contributed more to students' learning motivation
(39.66) compared to intrinsic factors (36.1). The results also show that the extrinsic
motivation factor; giving rewards and punishments (41.4) as well as the quality of
lecturers and the teaching and learning process (40.0) are the two dominant factors that
can increase students' learning motivation. Thus, these results have implications for what
to pay attention to in language learning, especially in learning English. Therefore, the
appropriateness of giving rewards or punishments for students and the quality of lecturers
must be improved because it will increase student motivation in language learning.
Cite: Pranawengtias, W. (2022). UNDERGRADUATE STUDENTS'MOTIVATION ON
ENGLISH LANGUAGE LEARNING AT UNIVERSITAS TEKNOKRAT
INDONESIA. Journal of English Language Teaching and Learning, 3(2), 27-32.