Research On The Relationship Between Motivational Regulation Strategies And Multiple Intelligence In Mobile-assisted Language Learning

With the innovation and development of information technology,mobile-assisted language learning(MALL)has received growing attention in research on mobile learning.This new type of teaching model has provided a new perspective for realizing the diversified goals of foreign language teaching,and strongly promoted the process of our country’s “golden courses” online teaching reform.The theory of multiple intelligence(MI)was first proposed by Professor Howard Gardner,which mainly focused on the individualized differences of students’ intelligence and highlighted the promotion of students’ all-round development.The adaptability and diversification of MALL has provided effective supports for the concepts proposed by the theory of MI.In this teaching situation,it is necessary to pay more attention to students’ personal factors and understand how these factors affect students’ mobile foreign language learning behaviors.It is of great significance to enhance students’ interest and learning effectiveness in this process.Therefore,guided by the theory of MI and self-regulated learning(SRL),the present study explored the relationship between English majors’ MI and their use of motivational regulation strategies(MRS)in the process of mobile-assisted foreign language learning.The quantitative study was intended to answer the following three research questions: first,what was the current situation of English major students’ MI and MRS in mobile-assisted language learning environment? Second,what was the relationship between MI and MRS of English major students? Third,which of the dimensions of MI were significant predictors of MRS in MALL environment?Participants were selected from second-year class and third-year class EFL learners from English majors at Shanxi University of Finance and Economic.There were 95 participants in this survey,consisting of 47 from the second-year class and 48 from the third-year class.This research was conducted with two questionnaires: one was Multiple Intelligence Evaluation Scale;the other was Mobile-Assisted Foreign Language Learning Motivational Regulation Scale.The results of the present research indicated that: first,in the MALL process,English majors demonstrated superiority in the two dimensions—interpersonal intelligence and linguistic intelligence,meanwhile,the level of spatial intelligence and intrapersonal intelligence was higher compared with the rest four dimensions of intelligence;for the aspect of the employment of motivational regulation strategies,English majors were more inclined to regulate their learning motivation through the strategies of value regulation,mastery self-talk and interest enhancement,while the use of internet control strategy was low.Second,English majors’ MI were all positively related to the six motivational regulation strategies,indicating that the higher the level of multiple intelligence,the more effective the use of motivational regulation strategies.Third,the regression model,which selected four dimensions of intelligence—linguistic intelligence,interpersonal intelligence,spatial intelligence and intrapersonal intelligence as predictors,could best predict the use of self-reward strategy,followed by interest enhancement strategy,value regulation strategy,mastery self-talk strategy,companion help strategy and internet control strategy.Among the four dimensions,intrapersonal intelligence exhibited a stronger predictive power particularly on using the strategies of value regulation,mastery self-talk and self-reward;interpersonal intelligence considerably predicted the use of companion help strategy,self-reward strategy and interest enhancement strategy;the predictive power of both linguistic intelligence and spatial intelligence was simply limited to the use of one strategy: respectively internet control and interest enhancement.The findings of the present research provided certain empirical evidence and theoretical support for mobile-assisted English learning practice.In the process of this learning mode,teachers should update their views on student outlook to “Student First”,and pay attention to the individualized development of intelligence and active participation of students,so as to enhance students’ motivation and interest and achieve the diversity goals of foreign language teaching.