A Survey Of Motivational Regulation Strategies Employed In English Learning By Students At Demonstration Senior High Schools In Nanning

In the process of foreign language learning,learners may encounter certain situations where motivation is insufficient or in decline.If adopting some specific motivational regulation strategies,learners are not only able to maintain and enhance their learning motivation,but also cultivate themselves the ability of autonomous learning.Since researches on the employment of motivational regulation strategies among Chinese students are still rare,and the subjects of most of them are college students,this thesis aims to explore the overall situation of motivational regulation strategies used by students at demonstration senior high schools.It is,therefore,hoped to provide some practical suggestions for the improvement of students’ ability of using motivational regulation strategies.This study employed theories of self-regulated learning and motivational selfsystem as theoretical foundations,and a total of 200 students from three demonstration senior high schools in Nanning were selected to participate in a questionnaire survey to seek for answers to the following three questions:(1)What is the overall situation of motivational regulation strategies used by students at demonstration senior high schools in English learning?(2)Does there exist any significant difference in using motivational regulation strategies between male and female students? And(3)Does there exist any significant difference in using motivational regulation strategies between students with low and high English proficiency?Research results indicate that:(1)In general,students at demonstration senior high schools use the eight motivational regulation strategies with relatively high frequency and they use internal regulation strategies more frequently than external ones.The frequency of employing task value enhancement ranks the first and negative-based incentive the second,with interest enhancement and self-reward used in the least frequency.Other strategies ranking from the third to the sixth are mastery self-talk,self-efficacy enhancement,volitional control and performance self-talk respectively.(2)Female students use these eight strategies more frequently than male students and there exists gender significant difference in terms of interest enhancement,task value enhancement,self-efficacy enhancement and volitional control.(3)High-scoring students use these eight strategies more frequently than low-scoring students and significant difference between two groups is reflected in terms of interest enhancement,task value enhancement,performance self-talk,self-reward and volitional control.Based on the research findings,pedagogical suggestions on how to enhance the employment of interest enhancement strategy and how to make students use motivational regulation strategies in an effective way from the perspective of both teachers and students are provided.