A Survey On Motivational Regulation Strategies In English Learning Of Junior High School Students

Motivation is the most active and unstable factor affecting foreign language learning.In the process of English learning,students’ learning motivation affected by themselves and the environment,and has been in an unstable state.Based on the above situation,students adopted some methods and strategies to maintain and improve their own learning motivation in the process of English learning.These methods are collectively known as motivational regulation strategies.Motivational regulation strategies play a momentous role in English learning,and also have an important impact on the process and results of English learning.This study adopts questionnaire survey and interview to explore the use of motivational regulation strategies in junior high school students.Main research questions in this study are:（1）What is the current situation of junior high school students using MRS in English learning? Are there any differences of using MRS in junior high school students’ English leaning both grade and gender? If any,what are they?（2）What is the relationship between MRS and academic performance of junior high school students?The research subjects in this study are 270 students from two junior high schools in Urumqi.All the students received questionnaire survey.And the collected data needs to be analyzed using SPSS 26.0.As a supplement to the questionnaire survey,eight students participated in the interview.Through the analysis of the questionnaires and interview data,the conclusions are as follows:（1）In the process of English learning,junior high school students frequently use different types of motivational regulation strategies.In addition,the students’ frequency of using the eight motivational regulation strategies reach a high level.Female students and male students show significant differences in the use of motivational regulation strategies.Female students used MRS more often than male students during language learning.There is no significant differences in the use of motivational regulation strategies among learners of different grades.（2）The use of the eight motivational regulation strategies by junior high school students is positively correlated with their academic performance.The above results show that the use of motivational regulation strategies has an positive impact on junior high school students to a certain extent.Therefore,English teachers should help students to regulate their own motivation in the process of teaching in the future.At the same time,teachers should pay special attention to the gender differences,grade differences and the relations between students’ motivational regulation strategies and academic performance.