Main Article Content
The development of academic English language learning strategies is an issue that university students face in their academic journey. This development also is affected by academic motivation. In this study the relationship between language learning strategies and academic motivation was explored. Using a cross-sectional survey design, with a sample of 100 participants taken from an international university located in Thailand, analysis indicated that the participants were mostly neutral in their perceptions towards language learning strategies. Other findings were the lack of gender differences in academic motivation or language learning strategies. In addition, a correlational analysis showed a strong positive relationship between language learning strategies and academic motivation. A multiple regression analysis suggested that language learning strategies explained 63% of the variance of academic motivation. However, gender did not constitute a significant explanatory variable for academic motivation.
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