A Study On The Correlation Between Senior High School Students’ English Motivational Regulation Strategies And Their English Achievement

The long English learning process can lead to a lack or decline of learners’ motivation,and adopting appropriate motivational regulation strategies not only maintains and enhances motivation,but also helps develop autonomous learning ability.Motivational regulation strategies have received relatively little research attention in the field of foreign language learning in China,with researchers focusing mostly on how these strategies are employed by college students.However,since there are variations in the extent of motivation regulation among students at different learning stages,this study aims to explore the use of motivational regulation strategies by high school students in the process of learning English in order to provide a reference for the development of motivation regulation ability of high school students.A questionnaire and an interview were used to examine motivational regulation strategies being used by 245 first grade students in the High School affiliated to Tsinghua University Qinhan Branch,according to previous studies.The aim was to investigate the following questions:(1)What is the current situation of the use of motivational regulation strategies in senior high school students’ English learning?(2)What are the differences in the use of motivational regulation strategies among senior high school students of different genders?(3)What are the differences in the use of motivational regulation strategies among senior high school students with different English achievements?(4)Is there a correlation between motivational regulation strategies and senior high school students’ English achievement? If so,what is the correlation?In this study,descriptive statistical analysis,independent samples T-test,Pearson correlation analysis,and multiple regression analysis were performed on the questionnaire data using SPSS 26.0.In addition,six students were randomly selected for one-to-one interviews to support the questionnaire.The reliability and validity of the study results were assured.The results show that:(1)High school students frequently use different types of motivational regulation strategies in the process of English learning,and the frequency of using the eight motivational regulation strategies reaches a medium to a high level.(2)Overall,there exist significant gender differences in the use of motivational regulation strategies in English learning.Female students use eight motivational regulation strategies more frequently than male students.(3)Except for self-efficacy enhancement strategy,there exist significant differences in the use of other English learning motivational regulation strategies among learners with different English achievements.High level students use motivational regulation strategies more frequently than low level students.(4)Senior high school students’ use of the eight motivational regulation strategies is positively and significantly related to their English achievement.According to the regression model,all types of motivational regulation strategies can explain 31% of the variance in students’ English achievement.Taking into account the above findings,it is obvious that the use of motivational regulation strategies will indeed play a positive role in regulating the English learning journey of senior high school students,which in turn will assist in the advancement of their English performance.The author offers some suggestions for both teachers and students.It is hoped that future research will be able to compensate for the deficiencies of this study and make the findings more comprehensive.