Tertiary Student’s Motivation and Learning Strategies in English Language


  • Sawitree Saengmanee คณะศิลปศาสตร์ มหาวิทยาลัยเทคโนโลยีพระจอมเกล้าธนบุรี


แรงจูงใจ, กลวิธีการเรียนรู้ด้วยตนเอง, เรียนออนไลน์


Many institutions are currently providing online education to offer an accessible learning environment during the COVID 19 pandemic. Among all subjects, foreign languages are especially challenging to learn online. This research is set 1. to investigate the participants’ motivation and learning strategies for online English language learning and 2. to investigate the participants’ perception on motivation and learning strategies in an online English language learning class comparing to a traditional classroom. The Modified Motivation strategies for learning questionnaire (Modified MSLQ) was used as a research tool. A total of 162 students with 75 females and 87 males participated in this research. The study shows that task anxiety is the highest score on Motivation (5.89) and Critical thinking is the highest score on learning strategies (5.99). The lowest score for Motivation is on Self-efficacy (4.25). The lowest score for learning strategies covers three sub-categories: elaboration, time-management, and critical thinking (4.15). Online learning environment does not have a significant impact on the students’ motivation and learning strategies as 76.5% of the participants revealed in the open ended part of the questionnaire that there is no difference between learning English online or in the classroom regarding their motivation and learning strategies. Key words: motivation, Self-regulated Learning (SRL) Strategies, online learning


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How to Cite

Saengmanee, S. (2021). Tertiary Student’s Motivation and Learning Strategies in English Language. Chophayom Journal, 32(1), 92–109. Retrieved from https://so01.tci-thaijo.org/index.php/ejChophayom/article/view/248021