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Metacognitive Language-learning Strategies and Language-learning Motivation: A Study on Bangla-speaking Undergraduate EFL Learners. Md. Jahurul Islam1 and Tasnima Aktar2 Abstract
This study seeks to find the relationship between metacognitive language-learning strategies (MCLLSs) and language-learning motivation (LLM) among Bangla-speaking EFL learners in Bangladesh. The study aims to identify the patterns of the use of MCLLSs and LLM of the learners and to explore the relationships between the two variables. A survey questionnaire, which contains items on MCLLSs of the Strategy Inventory for Language Learning (SILL) as well as items on integrative and instrumental motivation from the Attitude/Motivation Test Battery (AMBT), is administered to 198 EFL learners in Bangladesh. Findings indicate that Paying Attention, Setting goals and objectives and Self evaluating were of the high use range, while all the other strategies including Organizing, Self monitoring, Finding out about language learning and Seeking practice opportunities are of the medium use range. Respondents are more instrumentally than integratively motivated. Results indicate that the levels of the use of MCLLSs are positively related to the levels of motivation of respondents. Finally, suggestions are made for the implications of promoting LLM in the Bangladeshi context in order to bring about more use of MCLLSs.

1 2

Lecturer, Department of English, Jahangirnagar University, Dhaka, Bangladesh Lecturer, Department of English, Comilla University, Comilla, Bangladesh

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Keywords: Metacognitive language-learning strategy (MCLLS), Language-learning motivation (LLM), Bangladeshi EFL learners, motivation. 1. Introduction Till to date, MCLLSs have been treated as peripheral in comparison with other language-learning strategies. So far, researchers did not focus particularly on MCLLSs and in most research MCLLSs were included among cognitive, social and affective language-learning strategies (LLSs). However, a number of researchers works (e.g., Vandergrift 461-94; Wen and Johnson 28-48) have indicated the importance of MCLLSs in language learning. To these researchers, MCLLSs perform an executive and management function in language learning. According to Chamot and OMalley (227-49), since MCLLSs can be used for other learning activities in addition to language learning, they are found to be more useful among other types of LLSs. There has been little research on how the use of MCLLSs is related to language-learning motivation (LLM), and, that is why, this study seeks to make one. 2. Literature Review MCLLSs include thinking about the learning process, planning for learning, monitoring the learning task, and evaluating how well one has learned (OMalley & Chamot). To Rubin (15-30), they are viewed presently as used to oversee, regulate or self-direct language learning. Researchers (e.g., Bialystok 69-83; OMalley & Chamot; Oxford) have come forward with different classifications of MCLLSs on the basis of the theories of second-language (L2) learning. This study adopted Oxfords classification, since her classification is theoretically more consistent (Hsiao and Oxford 368-383) than other classifications, and

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is conceptually more sophisticated (Wu 94-111; Oxford and Cohen 135). Ellis regards Oxfords classification as the most comprehensive one to date. There have been many recent developments in LLM research (Dornyei 117-35); but, the most widely recognised is the one done by Gardner and his colleagues (Gardner and Lambert 266-272; Gardner 19-42). This is a most extensive research on LLM of integrative and instrumental motivation. Studies on the relationships between the use of MCLLSs and LLM are rare both in western and Bangladeshi contexts. The studies of the MCLLSs are mostly conducted as the parts of the general LLSs studies so far. Studies conducted by some researchers (Okada, Oxford and Abo 105-120; Schmidt, Boraie and Kassabgy 9-70; Vandergrift 70-89) shows that more motivated learners use a larger number of LLSs and MCLLSs, and use them more frequently than the ones who are less motivated. The effects of the teaching of cognitive and metacognitive strategies on reading comprehension in the classroom have been studied by Tang and Dennis (315-331). Here metacognitive strategy instruction involving the teaching of self-monitoring strategies appears to lead to improvements in comprehension ability. This finding accords with that of OMalley et. al. (21-46) who discover that higher level students are more able than lower level students to exercise metacognitive control over their learning. The study of Schmidt et al. (9-70) shows that the use of learning strategies is not related to integrativeness, while the study by Crookes and Schmidt (469-512) found instrumental motivation to be in relation with the use of LLSs. Whartons (203-243) study found that the level of motivation had a positive relationship with two items of the Strategy Inventory for Language Learning (SILL), that of goals and objective setting and of looking for people to talk to in L2. Lan and Oxford (339-379) studies on L2 learners of Taiwan and found that degree of likeness of English had positive relationships with the MCLLS items of listening closely to English speaker

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(Paying attention), checking own progress in learning English (Selfevaluating), analysing own mistakes and not making them again (Selfmonitoring). Wu (94-111) finds that LLM has the most powerful influence on reported use of LLSs as it is found in Oxford and Nyikos (291-399) and MCLLSs likewise the study of Schmidt and Watanabe (313-59). 3. Purpose of the study The literature reviews above show that previous research has discovered so sort of relation between the use of MCLLSs and LLM. However, there has been little research on the use of MCLLSs focusing on Bangladeshi EFL learners. This is why, this study intends to find out the relationship between MCLLSs and LLM in a context, exclusively from the perspective of Bangladesh. The study intends to find answers to the following three research questions: 1. What are the MCLLSs used by Bangla-speaking Bangladeshi EFL learners? 2. What are the patterns of LLM of Bangla-speaking EFL learners in Bangladesh? 3. What are the relationships between the use of MCLLSs and LLM of Bangla-speaking EFL learners in Bangladesh? 4. Methodology 4.1 Participants This study involves a total of 198 subjects who are pursuing their undergraduate degree at a public university in Bangladesh. Among the respondents, 118 (59.60%) are males and 80 (40.40%) are females. Their mean age is 23.4. All of the participants are majoring in Public Administration, Marketing and Business Administration, and having EFL course integrated in their syllabuses.

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4.2 Instrument and Procedure The instrument used in this study consists of a questionnaire which has two parts: i) MCLLSs part and ii) LLM part. The MCLLS part has nine items which are adopted from Oxfords 50-item Strategy Inventory for Language Learners (SILL) version 7.0. Though there are six sections in SILL, only the fourth section (Part D) is taken to measure the use of MCLLSs in this study. Though only one part of the whole inventory is included in the questionnaire, this part can be regarded as an independent scale (Wu 94-111), as its reliability and validity statistics independent to the other parts have been reported (for example, Oh 3-53; Bremner 490-515). In Oxfords (17) classification, MCLLSs are divided into three groups, including Centering your Learning (one items), Arranging and Planning your Learning (six items), and Evaluating your Learning (two items). The second part is adapted from Gardners (177-184) Attitude Motivation Test Battery (AMTB). There are four items in the Integrative Orientation Scale and four items in the Instrumental Orientation Scale for measuring learners integrative orientation and instrumental orientation respectively. Gardners AMTB has undergone lengthy validation and widespread use since the 1960s. Good psychometric properties have been reported (Masgoret and Gardner 167-210). The questionnaire in English is translated into Bangla by the researchers to facilitate the process of eliciting more apt responses. SPSS is used for statistical analyses. 5. Results/Findings This section presents the answers to the research questions put forward at the very onset of the paper in the light of the findings in the data obtained from the administration of the survey questionnaire. For the purpose of answering the first research question in the study, What are the MCLLSs used by the Bangla-speaking EFL learners, the descriptive analysis of the results obtained from the field survey will be presented here. Then follow the results of the descriptive analysis on the LLM which provide answer(s) to the second research question of the study, What are the patterns of LLM of Bangla-

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speaking EFL learners. The section ends with the answer to the third research question, What are the relationships between the use of MCLLSs and LLM of Bangla-speaking EFL learners. 5.1 The results of descriptive analysis on the use of MCLLSs The means and standard deviations of the scores of the individual MCLLS items as well as MCLLS groups and categories are given in Table 1 and Table 2 respectively. Table 1 Means and Standard Deviations of the Scores of individual MCLLS Item Mean SD Rank 1 3.92 0.94 6 2 4.13 0.83 5 3 4.62 0.60 1 4 4.51 0.72 2 5 3.72 0.97 8 6 3.58 1.09 9 7 3.83 0.99 7 8 4.45 0.85 3 9 4.44 0.78 4 Overall 4.13 0.86 Table 1 shows that Item 3 (I pay attention when someone is speaking English) is the most popular MCLLS with the mean of 4.62, while Item 6 (I look for people I can talk to in English) is the least popular (with the mean of 3.58) among the EFL learners. The mean score of

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the nine items is 4.13, which indicates a high use of MCLLSs among the respondents. Table 2 Means and Standard Deviations of the Scores of MCLLS Categories and Groups MCLLS Group Finding out about language learning Self-monitoring Paying attention Organizing Seeking practice opportunities Setting goals and objectives Self-evaluating MCLLS Category Centring your learning Arranging and planning your learning Evaluating your learning Mean 3.92 4.13 4.62 4.11 3.7 4.45 4.44 3.92 4.06 4.45 SD 0.94 0.83 0.6 0.85 1.04 0.85 0.78 0.94 0.87 0.81

Among the seven MCLLS categories, Paying attention had the highest score, with a mean of 4.62 (SD=.6). Item 6, which measures Seeking practice opportunities strategy, (I look for people I can talk to in English) have the lowest score, with a mean of 3.58 (SD=1.09). Similarly, among the three categories of MCLLSs, Evaluating your learning (as measured by the item on Thinking about progress) is the most popular, while Centring your learning was the least popular. According to Oxford, and accepted by (Wu 94-111), a mean within the range of 3.5 to 4.4 can be regarded as being within the low end of high use range. We see that in this study all the categories are within this range. The MCLLS groups are also within this high use range.

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So, the answers to the first research question, What are the MCLLSs used by Bangla-speaking EFL learners, are that there is a high level of use of MCLLSs among the learners. All the categories and groups are of the high use range. 5.2 Results of the descriptive analysis on LLM The means of the items of the Integrative and Instrumental Orientation Scales are given in Table 3 below. Table 3 Means of Items of the Integrative Orientation Scales Item Mean 1 4.1 2 4.08 3 3.85 4 3.95 Overall Integrative Motivation 3.99 Means of Items of the Instrumental Orientation Scales Item Mean 5 4.60 6 4.11 7 4.15 8 3.55 Overall Instrumental Motivation 4.10 SD .72 .76 .62 .98 .77 SD .75 1.03 .84 1.17 .73

The levels of motivation of respondents in this study are high. Respondents are more instrumental in their motivation for learning English. Therefore, answers to the second research question, What are the patterns of LLM of Bangla-speaking EFL learners, are that learners level of LLM in general is high, and respondents are more instrumentally than integratively motivated.

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5.3 Results of the analysis on the relationships between the use of MCLLSs and LLM Table 4 shows the Pearson correlation coefficients of the use of seven specific MCLLSs and the scores on integrative, instrumental and total motivation. Table 4 Pearson Correlation Coefficients of the Use of MCLLSs and MCLLS Categories with Integrative and Instrumental Motivation (N=198) Correlations MCLLSs Finding out about language Pearson learning (Item-1) Correlation Sig. (2-tailed) Self-monitoring (Item-2) Pearson Correlation Sig. (2-tailed) Paying attention (Item-3) Pearson Correlation Sig. (2-tailed) Organizing (Item-4, 5) Pearson Correlation Sig. (2-tailed) Seeking practice Pearson opportunities (Item-6, 7) Correlation Sig. (2-tailed) Setting goals and objectives Pearson (Item-8) Correlation Sig. (2-tailed) Self-evaluating (Item-9) Pearson Correlation Sig. (2-tailed) Centring your learning Pearson Correlation Sig. (2-tailed) planning Pearson Correlation Sig. (2-tailed) Evaluating your learning Pearson Correlation Sig. (2-tailed) 138 Integrative -.019 .893 .148 .291 .153 .273 .204 .142 .045 .748 .383(**) .005 .267 .055 -.019 .893 .202 .147 .424(**) .002 Instrumental .061 .666 .269 .051 .136 .332 .228 .100 .342(*) .012 .179 .199 .100 .480 .061 .666 .392(**) .004 .179 .199

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* Correlation is significant at the 0.05 level (2-tailed). ** Correlation is significant at the 0.01 level (2-tailed).

Table 4 indicates a positive correlation of integrative and instrumental motivation with the use of MCLLSs. Of the correlations which are significant, the one between Setting goals and objectives and integrative motivation is the largest. The one immediately after this is the correlation between Seeking practice opportunities and instrumental motivation. On the other hand, the lowest positive correlation happens to be found between Finding out about language learning and instrumental motivation. What is interesting, negative correlation is found between Finding out about language learning and integrative motivation. The correlation coefficient here is -0.19. As far as the relationships between MCLLS categories and the two types of motivation are concerned, the largest correlation is found between Evaluating your learning and integrative motivation, followed by that between Arranging and planning your learning and instrumental motivation. The lowest positive relationship occurs to be between Centring your learning and instrumental motivation. It is interesting that a negative correlation (-0.19) is found between Centring your learning and integrative motivation. The following chart shows the interrelationship between MCLLSs, integrative motivation and instrumental motivation with the help of bar graph.

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Relationship between MCLLSs and LLM

4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 MCLLSs Integrative Instrumental

Mean SD

6. Discussion The discussion of the findings on the use of MCLLSs, LLM and their relationships are given in this section. Research Question 1: What are the MCLLSs used by Bangla-speaking Bangladeshi EFL learners? The use of MCLLSs among Bangladeshi EFL learners is high, ranging from 3.58 to 4.62. Among the MCLLSs, Paying attention is the most popular MCLLS and Looking for people is the least popular. The finding also shows a high use of the three categories of MCLLSs, which contradicts the findings by Wen and Johnson (28-48), and the findings by Wu (2002; 2007) where two of the three categories show medium use. Research Question 2: What are the patterns of LLM among the Banglaspeaking Bangladeshi EFL learners? The finding shows that there is a high level of motivation, both instrumental and integrative, among the learners. And the level of instrumental motivation is significantly higher than that of integrative motivation.

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The dominance of both integrative and instrumental motivation contradicts most previous findings. Interestingly enough, while some respondents answers that the reason for the importance of being proficient in English is being able to communicate with people of other nationalities for various, some other respondents on the same question responded that the reason is due to instrumental purposes such as good job, work and survive in a society, future studies. This doubts the adequacies of Gardners conceptualization. Some extent of doubt exists regarding the split between integrative and instrumental motivation (Dornyei 273-84, cited in Wu 94-111), as other types of motivation such as manipulative motivation are at work and affect L2 achievement (e.g., Dornyei 117-35). However, a substantial amount of research has been conducted in the study of motivational orientation of the EFL learners. The studies conducted among university students by Ely (28-33) and Maniruzzaman (265-288) indicates that the level of integrative orientation is high, whereas the studies carried out among the learners at university level by Jayatilaka (1982), and Gardner and MacIntyre ( 157-94, in Toth 02-05), Rahman (2006) find the students more instrumentally oriented. And, a few studies (eg. Abboushi,1983) fails to draw any distinction between integrative and instrumental motivation. Again, a few other studies (e.g. Ely 28-33) exhibited both integrative and instrumental motivation as highly strong. The present study having a high level of both the integrative and instrumental motivation confirms most previous findings of the motivation of Hong Kong learners in their English learning due to the contextual influences investigated by Wu (94-111). Research Question 3: Is there any correlation between the use of MCLLSs and LLM of Bangla-speaking EFL learners in Bangladesh? The answer to the third research question, What are the relationships between the use of MCLLSs and LLM of Bangla-speaking EFL learners is that the use of MCLLSs is positively related to integrative and instrumental motivation.

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It is found that integrative and instrumental motivation are positively related to the use of MCLLSs, which confirms the findings of Vandergrift (70-89) and Wu (94-111) mentioned in the literature review. These more recent studies find that both integrative and instrumental motivations are positively related to LLS use, including the metacognitive ones. The significance of instrumental motivation in the use of MCLLSs find in this study confirms the earlier view that it contributes significantly to LLM (e.g., Crookes & Schmidt 496-512). However, the above findings do not support the finding of Schmidt et al. (9-70) that integrativeness is unrelated to strategy use. 8. Limitations of the study The limitations of this study are as follows: the limitation of quantitative data and limitation of self-report data. They are discussed below. Due to the constraints of the scope, this research has been conducted focusing only on the MCLLSs. It is highly possible that respondents use other types of MCLLSs and they are not captured by the questionnaires. So, more research on the other types of motivation such as the one conducted by Vandergrift (70-89) is required to enhance a more appropriate understanding of LLM. In accordance with the suggestion of Dornyei (117-35), more qualitative data is needed for a wider outlook about LLM. Besides, self-report data face some kind of limitations (Cohen and Scott 89-108). It has sometimes been a matter of question whether strategy use is conscious or unconscious and whether L2 learners can accurately describe their use of strategies. Though researches have demonstrated that both of adults (Cohen 5-24) and children (Chamot and El-Dinary 319-41) can express their use of LLSs, it is still difficult to firmly rely on such conclusion.

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9. Conclusion and Implications for teaching The findings of EFL learners prior knowledge and use of MCLLSs, their preference for some MCLLSs, the prevalence of both integrative and instrumental motivation, the positive relationships between the use of MCLLSs and LLM, the possibility of the existence of bidirectional relationships between MCLLS use and LLM, and finally the importance of context in influencing the use of MCLLSs and LLM of learners provide some implications for teaching. They are described in this section. Since learners preferences are different regarding the individual items of MCLLSs, the development of teaching materials should be based on the different degree of popularities of different MCLLSs among our respondents. It can start with the MCLLSs of Paying attention, Selfmonitoring, and Finding out about language learning. Afterwards, strategy training can proceed to Seeking practice opportunities and Setting goals and objectives which are less popular. Since instrumental motivation was find to be more dominant than integrative motivation, ways of raising motivation should primarily focus on instrumental motivation. However, initiatives are also to be taken to raise integrative motivation among learners. The relationship between MCLLSs and Instrumental LLM seems to be reciprocal among the subject learners. It would be a good idea to use MCLLSs to raise LLM. Examples of such programs include Hosenfeld, Arnold, Kirchofer, Laciura and Wilson (415-422) and Cohen, Weaver and Lee (107-56, cited in Wu 94-111).

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10. Works Cited Abboushi, L. M. Motivational and Attitudinal Influences which Contribute to Achievement in English Language Study among International Students. Ed. D. Dissertation. University of Cincinnati, 1983. Bialystok, E. A Theoretical Model of Second Language Learning. Modern Language Journal, 28 (1978). Bremner, S. Language Learning Strategies and Language Proficiency: Investigating the Relationship in Hong Kong. Canadian Modern Language Review, 55, (1999) Chamot, A. and P.B. El-Dinary . Children's learning strategy in immersion classroom. Modern Language Journal, 83 (1999). Chamot, A. and J. M. OMalley. The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream. TESOL Quarterly, 21.2 (1987): 227-49. Cohen, A. D. and K. Scott. A Synthesis of Approaches to Assessing Language Learning Strategies. In R. Oxford (Ed.), Language Learning Strategies around the World. Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii,1996. Cohen, A. D. Verbal Reports as a Source of Insights into Second Language Learner Strategies. Applied Language Learning, 7.1 (1996): 5-24. Cohen, A. D., S. Weaver, and T.Y. Lee. The Impact of Strategies-based Instruction on Speaking a Foreign Language. In A. D. Cohen (Ed.), Strategies in learning and using a second language. London: Longman, 1998. Crookes, G. and R.W. Schmidt. Motivation: Reopening the Research Agenda. Language Learning, 41(1991): 469-512. Dornyei, Z. Motivation in Second and Foreign Language Learning. International Abstracting Journal for Language Teachers, 31(1990): 117-35. Dornyei, Z. Motivation and Motivating in the Foreign Classroom. Modern Language Journal, 78 (1994): 273-84. Dornyei, Z. New Themes and Approaches in Second Language Motivation Research. Annual Review of Applied Linguistics, 21(2001): 117-35. Ellis, R. The Study of Second Language Acquisition (2nd ed.). Oxford: Oxford University Press, 2008. Ely, C.M. Language Learning Motivation: A Descriptive and Causal Analysis. The Modern Language Journal, 70.1 (1986): 28-33.

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Gardner, R. C. and E. Lambert. Motivational Variables in Second Language Acquisition. Canadian Journal of Psychology, 13 (1959): 266-272. Gardner, R. C. and P. D. MacIntyre. On the Measurement of Affective Variables in Second-language Learning. Language Learning, 43 (1993): 157194. Gardner, R. C. Motivation and Second Language Acquisition: Perspectives. Journal of the CAAL, 18 (1996): 19-42. Hosenfeld, C., V. Arnold, J.Kirchofer, J. Laciura, and L. Wilson. Second Language Reading: A Curricular Sequence for Teaching Reading Strategies. Foreign Language Annals, 14.5 (1981): 415-422. Hsiao, T. and R. Oxford. Comparing Theories of Language Learning Strategies: A Confirmatory Factor Analysis. Modern Language Journal, 86 (2002): 368-383. Jayatilaka, T.D. Motivational and Attitudinal Variables in the Learning of English as a Second Language: A Study of Malaysian University Students. Ph.D. Dissertation. Georgetown University. 1982. Lan, R. and R. Oxford. Language Learning Strategy Profiles of Elementary School Students in Taiwan. IRAL, 41(2003): 339379. Maniruzzaman, M. EFL Learners Reaction to the Learning Situation: A Quantitative Study . The International Conference on National and Regional Issues in ELT: International Perspectives. The British Council, Dhaka: 1999. 265-288. Masgoret, A-M. and R. C. Gardner. Attitudes, Motivation, and Second Language Learning: A Meta-analysis of Studies Conducted by Gardner and Associates. Language Learning, 53.1 (2003): 167-210. OMalley, J Michael, Anna Uhl Chamot, Gloria Stewner-Manzanares, Lisa Kupper and Rocco P Russo. Learning Strategies Used by Beginning and Intermediate EFL Students. Language Learning, 35.1 (1985): 21-46. OMalley, J. M. and A. U. Chamot. Learning Strategies in Second Language Acquisition. New York: Cambridge University Press, 1990. Oh, J. Learning Strategies Used by University EFL Students in Korea. Language Teaching, 1 (1992): 3-53. Okada, M., R. Oxford, and Z. Abo. Not All Alike: Motivation and Learning Strategies among Students of Japanese and Spanish in an Exploratory Study. In R. Oxford (Ed.), Language learning motivation: Pathways to the New Century. Honolulu, HI: University of Hawaii Press, 1996. Oxford, R. And A. D. Cohen. Language Learning Strategies: Crucial Issues of Concept and Classification. Applied Language Learning, 3 (1992): 1-35.

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Oxford, R. And M. Nyikos. Variables Affecting Choice of Language Learning Strategies by University Students. Modern Language Journal, 73 (1989): 291-399. Oxford, R. Language learning strategies: What every teacher should know. Rowley, M.A.: Newbury House, 1990. Rahman, Sayeedur. ELT in Bangladesh: a Socio-psychological Study of Public and Private Universities in Dhaka. Ph.D. Thesis. Jawaharlal Nehru University, 2006. Rubin, J. Learner Strategies: Theoretical Assumptions, Research History and Typology. In A. Wenden & J. Rubin (Eds.), Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice-Hall, 1987. Schmidt, R., D. Boraie, and O. Kassabgy. Foreign Language Motivation: Internal Structure and External Connections. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century . Honolulu, HI: University of Hawaii Press, 1996. Schmidt, R. and Y Wanatabe, Y. Motivation, Strategy Use, and Pedagogical Preferences in Foreign Language Learning. In Z. Dornyei and R. Schmidt (Eds.), Motivation and Second Language Acquisition. Honolulu: HI: University of Hawaii, Second Language Teaching Center, 2001. Tang, H. N. and W.M. Dennis. Effects of Cognitive and Metacognitive Pre-reading Activities on the Reading Comprehension of EFL Learners. Educational Psychology, 12.3 (1992): 315-331. Tth, Zsuzsa. A Foreign Language Anxiety Scale for Hungarian Learners of English. Working Papers in Language Pedagogy, 2 (2008): 02-05. Vandergrift, L. Orchestrating Strategy Use: Towards a Model of the Skilled L2 Listener . Language Learning, 53 (2003): 461-94. Vandergrift, L. Relationships among Motivation Orientation, Metacognitive Awareness and Proficiency in L2 Listening. Applied Linguistics, 26.1 (2005): 70-89. Wen, Q. and R.K. Johnson. L2 Learner Variables and English Achievement: A Study of Tertiary English Majors in China. Applied Linguistics, 18.1(1997): 28-48. Wharton, G. Language Learning Strategy Use of Bilingual Foreign Language Learners in Singapore . Language Learning, 50 (2000): 203-243. Wu, M. M. F. Language Learning Strategies and Language Learning Motivation of Chinese Learners at a Vocational Education Institute in Hong Kong. Dissertation. University of Leicester, 2002.

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Wu, M. M. F. The relationships between the use of metacognitive language-learning strategies and language-learning motivation among Chinese-speaking ESL learners at a vocational education institute in Hong Kong. Asian EFL Journal, 9.3 (2007): 94-111. Appendix

Research Questionnaire
Dear Students, Please respond to the following queries neutrally. Your responses will be kept secret and will be used for research purpose only. So you are requested to be honest and sincere in your answer. Part I Please put tick () marks in the designated boxes according to the parameter provided below: 1. Never 2. Seldom 3. Sometimes 4. Usually 5. Always 1 2 3 4 5 1. I try to find as many ways as I can to use my English. 2. I notice my English mistakes and use that information to help me do better. 3. I pay attention when someone is speaking English. 4. I try to find out how to be a better learner of English. 5. I plan my schedule so I will have enough time to study English. 6. I look for people I can talk to in English. 7. I look for opportunities to read as much as possible in English. 8. I have clear goals for improving my English skills. 9. I think about my progress in learning English.

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Part II Respond to the following statements. Studying English is important Strongly Agree Neutral Disagree Strongly to me because disagree disagree 1. it will allow me to be more at ease with other people who speak English. 2. it will allow me to meet and converse with more and varied people. 3. it will enable me to better understand and appreciate British art and literature. 4. I will be able to participate more freely in the activities of other cultural groups. 5. Ill need it for my future career. 6. it will make me a more knowledgeable person. 7. it will someday be useful in getting a good job. 8. other people will respect me more if I have a knowledge of a foreign language. ** End of Questionnaire. Thank you **
1 2 3 4 5

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