The effects of goal orientation, self-efficacy, and cognitive/metacognitive self-regulatory strategy use on EFL college students' course achievement

Research on language learning motivation in the past inadequately explained the relationship between learners' learning and achievement. The present study intends to provide an alternative explanation of such relationship by examining several motivational constructs from a social cognitive psychological perspective. It examines the direct effects of goal orientations as well as the mediational effects of self-efficacy and self-regulation on course achievement. It also investigates the relationship between students' goal orientations and their individual interest to study English beyond program requirements. Subjects were 164 college students enrolled in a professional English course at a four-year private university in Taipei, Taiwan. A survey was distributed in the middle of the semester to all subjects and final grades were collected from their course instructors at the end of the semester.The numerical data was then analyzed by using correlation and regression analysis procedures. Results of the regression analyses showed that mastery goal orientation predicted course grade, and self-efficacy improved the prediction of mastery goal orientation. Performance approach and performance avoidance goals did not function as predictors of students' course grades. In addition, positive correlations were found between students of all types of goal orientations and their individual interest. Results were further discussed and instructional implications were suggested for English language instructors to better assist students' adoption of a mastery goal orientation, improvement of self-efficacy, and maintaining of interest during the process of English language learning.