A Study Of The Relationship Among Learning Motivation,Learning Strategy And Academic Achievement

With the initiative of the Belt and Road proposed by C hina,the communication and cooperation in all fields have achieved a great success.With the development of Educational Silk Road,an increasing number of overseas Chinese students come to study in mainland China.However,research of the English education of overseas C hinese students is still limited.As a compulsory course for all students in mainland C hina,English has become a focus of the studies of many researchers.Q uite a few studies have proved that learning motivation and learning strategy are the two most prominent variables in English learning under the formal context of classroom teaching.Nevertheless,there are still limited studies on the relationship among learning motivation,learning strategy and academic achievement.This thesis explores the differences in the learning motivation and learning strategy of the students from mainland C hina and overseas students.It probes into three questions: first,what are the characteristics of learning motivation and strategy of the students from the mainland and overseas respectively? Second,are there any significant difference s between them in terms of motivation and strategy? Finally,what is the relationship among learning motivation,learning strategy and academic achievement? To answer these questions,a questionnaire was conducted among 220 freshmen of non-English majors.F inally,206 valid questionnaires were collected including 101 mainland China students and 106 overseas Chinese students.All the data were inputted and analyzed by SPSS 20.0.The results showed: 1)both the mainland China students and overseas Chinese students are at a medium level in learning motivation and strategy;2)with regard to motivation,there are significant differences in interest,learning environment,going abroad and social responsibility;while in terms of strategy,mainland students use more strategies than overseas C hinese students;3)there are significant correlations among English learning motivation,strategy and academic achievement.Both motivation and strategy have a strong influence on the academic achievements of the students,but with a varying degree between mainland students and overseas Chinese students.For mainland students,interest,individual development,cognitive strategy and effective strategy strongly influence their academic performance.While for overseas C hinese students,only the cognitive strategy and compensation strategy can significantly influence their academic performance.And these findings shed new light on the English learning of the overseas Chinese students as well as the teaching of English.