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• W2963589437 abstract "During the previous decades, a considerable amount of literature was published on therelationship between language learning strategy use and language proficiency. Thesestudies were conducted under the presupposition that more frequent use of languagelearning strategies is associated with higher language proficiency. However, to date,various studies have revealed contradictory findings. Similarly, second languagelearning studies have suggested that the construct of emotions is related to secondlanguage learning variables, such as language learning strategy use and languagelearning motivation. As a pioneering research in this realm, this study argues thatstudents’ positive emotions is a mediating variable in the relationships betweenlanguage learning proficiency, language learning strategy use, and language learningmotivation. In this respect, this study was aimed at investigating the use of Englishlearning strategies among Malaysian ESL undergraduates. In addition, it attempted todetermine whether there is any significant difference in the use of language learningstrategies across English proficiency levels among the participants. It also aimed tocompare the frequent users and under-users of language learning strategies in terms oftheir levels of positive emotions. Finally, it examined the relationships betweenlanguage learning strategy use, positive emotions, and language learning motivation.The theoretical bases of the study were the broaden and build theory (Fredrickson,2001), Pekrun’s (2006) control-value theory of academic emotions, and Gardner’smotivation theory (1985).This study adopted a sequential mixed methods design. In total, 750 Malaysian ESLundergraduates were selected through stratified random sampling from five Malaysianpublic universities. The quantitative data were collected through three sets ofquestionnaires: (a) Oxford's (1990) Strategy Inventory for Language Learning (SILL),Fredrickson's (2009) modified Differential Emotional Scale (mDES), and Perez's(2013) Attitude and Motivational Test Battery (AMTB). Moreover, the follow upqualitative data were gathered through semi-structured interviews and focus groupdiscussion with a select number of the participants. For the quantitative data, a series of MANOVAs, ANOVAs, t-tests and correlational analyses were employed, whilst for thequalitative data, the value-laden responses were transcribed, coded thematically, andanalysed.The findings of the study indicate that Malaysian ESL undergraduates have a mediumdegree of strategy use and there are significant differences in their overall uses oflanguage learning strategies across proficiency levels. Furthermore, the findingsrevealed significant discrepencies in positive emotions levels across users of languagelearning strategies. A positive significant relationship was also found between positiveemotions, overall language learning strategy use, and different categories of languagelearning strategies. The qualitative findings demonstrated that there is consistenceybetween learners’ enhanced experience of positive emotions and their tendency toapply a greater variety of language learning strategies.The findings of the study underscore the importance of students’ positive emotions intheir language learning strategy use and language learning motivation, which in turn,are related to their language proficiency. The study proposes further consideration ofpositive and negative emotions in future studies on language learning as they seem tohave significant bearing on English language learning." @default.
• W2963589437 created "2019-07-30" @default.
• W2963589437 creator A5020100841 @default.
• W2963589437 date "2017-12-01" @default.
• W2963589437 modified "2023-09-24" @default.
• W2963589437 title "Relationships between language learning strategies, positive emotions, language learning motivation and English language proficiency among Malaysian ESL undergraduates" @default.
• W2963589437 hasPublicationYear "2017" @default.
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