Motivation is vital when it comes to an effective language learning. The continuous significant motivation can not only achieve excellent academic performance, but also creates the habit of continuous learning even after higher education. However, many researches looked into motivation not through the lens of self-regulation. This study aims to examined motivation through self-regulation by utilizing Social Cognitive Theory (SCT) by Bandura (1977) and Zimmerman’s (2000) Three Phases of Self-Regulated Learning. Data was collected from 116 students of Japanese language course from a public university in Malaysia using a survey from SCT by Bandura (1977) and Three Phases of Self-Regulated Learning by Zimmerman (2000). The survey consisted of four parts; Part 1 – Demographic, Part 2 – Person, Part 3 – Environment and Part 4 – Behaviour. The finding shows that self-regulation has the highest mean which indicates that respondents putting effort in learning despite disliking the class. The research suggested that Japanese language instructors should take into consideration students’ self-regulating learning strategies when designing lessons.
Nadiah Zubbir, N. Abas, Noor Hanim Rahmat et al.· International journal of res...· 0 citations
Language learning strategies (LLS) are central to second language acquisition, and their success depends on learner motivation. This study looks at how autonomy, competence, and relatedness shape the experiences of Malaysian undergraduates, using Self-Determination Theory (SDT) as the framework. These three needs have not been studied in depth in the Malaysian context. The study set out to examine how learners perceive these needs, how they are connected, and whether differences exist across academic disciplines. Four hypotheses were developed to guide the research. Data were collected through a structured questionnaire with 42 items: competence (19), autonomy (11), and relatedness (12). A total of 218 undergraduates from Malaysia’s largest public university took part. Responses were rated on a Likert scale, and reliability was confirmed using Cronbach’s Alpha. The findings show that learners reported moderately high engagement in autonomy, competence, and relatedness. Significant positive correlations were found among the three needs, confirming their close relationship in language learning. This study suggests that motivational support and strategic training should be integrated into educational methods. It encourages future research to extend this framework to multiple contexts and disciplines to deepen our understanding of language learning.
N. Abas, Nadiah Zubbir, Noor Hanim Rahmat et al.· International journal of res...· 0 citations
The findings indicate that collaborative and project-based learning significantly enhance language proficiency, learner autonomy, and communicative competence through active participation and peer interaction.
Zaiton Md Isa, Nadiah Zubbir, G. G et al.· International journal of res...· 0 citations
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