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
Learning a foreign language comes with its own set of challenges as students are required not only to learn something new but also to familiarize themselves with an entirely different culture embedded within the language. This can pose a challenge to students’ motivation in learning a foreign language which may also affect their perseverance and sustained interest (grit) in the learning process. Therefore, this study seeks to examine the grit and motivation in foreign language particularly in the context of French language through the lens of Social Cognitive Theory. A total of 277 undergraduate students studying French as a third language at a public university in Malaysia participated in this study by answering questionnaires comprising validated scales measuring grit and motivation. The data, which were later analysed using SPSS, indicated that students’ motivation was not related to gender or academic stream. However, several interconnected factors were found to influence motivation. These factors include personal factors (consistency of interest and perseverance of effort), behavioural factors (self-efficacy, intrinsic value, and test anxiety) as well as environmental factors (cognitive strategy use and self-regulation). The study further provides an overview of how grit acts as an important element in sustaining students’ motivation. Pedagogical implications include the need for educators to design learning environments that foster resilience, goal-setting, and long-term commitment among French as foreign language learners.
Saidah Ismail, Haslinda Md. Isa, Irma Wahyuni Ibrahim et al.· International journal of res...· 0 citations
As foreign language learning, particularly French, becomes increasingly important in Malaysia, there is a growing need to understand how learners’ confidence, motivation, and determination influence their success in acquiring the language. Self-regulation, grit, and motivational beliefs are among the factors that are associated with academic success. However, research combining all these variables together and focusing on French as a foreign language context remains limited and underexplored. Hence, this current study aimed to examine the interrelationships among French language learners. The objectives of the study focused on three main areas: differences across gender and academic streams, learners’ perceptions of self-regulation, grit, and motivational beliefs, and the connections among these constructs. To address the research goals, a quantitative survey was administered to 277 learners undertaking French language courses. Data were gathered using a questionnaire comprising four sections: demographic background, grit (12 items), motivational beliefs (17 items), and self-regulated learning strategies (7 items). The instrument demonstrated good reliability (α = .852). Analysis of the data revealed that learners displayed positive levels of self-regulation, perseverance, self-efficacy, and perceived value of learning French. Gender and academic disciplines did not significantly affect the findings. Additionally, self-regulation was found to be positively related to both grit and motivational beliefs. The findings further indicated that self- regulated learners are more likely to be grittier and to possess stronger beliefs about their learning abilities. This study contributes to a better understanding of foreign language learning by highlighting the interplay between self-regulation, grit, and motivational beliefs. The findings imply that learners may be able to maintain motivation, manage difficulties, and stay engaged in foreign language acquisition with the encouragement of self-regulated learning approaches from instructors.
Haslinda Md. Isa, Saidah Ismail, N. Mustafa et al.· International journal of res...· 0 citations
The rapid development of artificial intelligence (AI) has transformed language learning methods. ChatGPT has become one of the most popular tools in language learning as it can assist learners in different aspects, including generating ideas, checking vocabulary and grammar, improving sentence structure, and revising written work. This study aims to investigate Mandarin writing and ChatGPT through the perspective of sociocultural theory, focusing on the More Knowledgeable Other (MKO), Scaffolding, and the Zone of Proximal Development (ZPD). This quantitative study used a 5-point Likert-scale survey adapted from Vygotsky (1978), Raoofi et al. (2017), and Youssef et al. (2024). A total of 203 Mandarin learners from a local university in Malaysia participated in this study. The findings showed that learners generally perceived ChatGPT as a useful, supportive tool in Mandarin writing. The study also found significant relationships between ChatGPT and MKO, Scaffolding, and ZPD. The result suggests that ChatGPT can be integrated into Mandarin writing tasks as a guided learning tool. However, learners should still think critically to verify ChatGPT responses independently and be actively involved in the whole writing process.
Lim Siew Mei, Lee Ai Chat, C. Ching et al.· International journal of res...· 0 citations
This study examines the influence of external and internal factors on learners’ communication strategies using Partial Least Squares Structural Equation Modeling (PLS-SEM). Communication strategies are important in helping learners maintain interaction and overcome difficulties in foreign language communication. Grounded in Vygotsky’s Sociocultural Theory and McCroskey’s Communication Apprehension Theory, the study investigates how environmental and psychological factors affect learners’ use of social-affective, fluency-oriented, negotiation for meaning, accuracy-oriented, and message reduction strategies. A quantitative approach was employed using a questionnaire adapted from Yaman and Kavasoğlu (2013) and Endler (1980). Data were collected from students enrolled in Introductory Arabic courses and analysed using SmartPLS 4 to assess the measurement and structural models. The findings revealed that external factors significantly influenced all dimensions of communication strategies, indicating that classroom environment, peer interaction, and audience response strongly affect learners’ communication behaviour. In contrast, internal factors such as anxiety and self-confidence did not show significant relationships with communication strategies. The results also demonstrated acceptable reliability, validity, and predictive relevance of the proposed model. Overall, the study highlights the importance of supportive learning environments in encouraging effective communication among learners. The findings provide valuable implications for educators and contribute to the understanding of communication strategies in foreign language learning contexts through the application of PLS-SEM analysis.
Ainaa Mardhiah Zaharuddin, Noor Hanim Rahmat, Ahmad Luqman Ahmad Kamal Ariffin· International journal of res...· 0 citations
Academic writing is a complex process demanding cognitive control as well as motivation, persistence and emotional control. While some research has focused on the strategies used for writing alone, fewer studies have considered the combination of cognitive, affective, and self-regulatory factors as a whole to support writing development. This study presents and tests a model exploring the relationships between cognitive strategies, effort regulation, affective strategies and metacognitive writing strategies of university students in Malaysia. A quantitative research design was adopted, which included 202 undergraduate and postgraduate students of academic writing in a public university. The Writing Strategy Scale was adapted from Raoofi et al. (2017) and used to gather data, which was then analysed using the Partial Least Squares Structural Equation Modelling (PLS-SEM) by SmartPLS 4. Significant positive relationships were found between effort regulation and affective strategies, effort regulation and metacognitive strategies, cognitive strategies and affective strategies, and cognitive strategies and metacognitive strategies. Affective strategies were also shown to mediate in the proposed model to a significant degree. The model accounted for 50.2% of the variance in the affective strategies and 53.4% of the variance in the metacognitive writing strategies. The results of this study indicate that the problem-solving strategies are not sufficient for successful academic writing. Emotions regulation and sustained efforts help the students plan, monitor and evaluate their writing well. The study provides practical examples for language teaching and learning and adds to the ongoing debates on SLL in higher education.
Nur Huslinda Che Mat., Noor Hanim binti Rahmat, Nur Maizura Lin et al.· International journal of res...· 0 citations
This study examines the influence of ChatGPT on reading strategies in undergraduate students, concentrating on global reading strategies, problem-solving reading strategies, and supportive reading strategies. The study utilised a quantitative survey design informed by Cognitive Load Theory and the Metacognitive Regulation System, involving 197 participants. Data were gathered utilising a 44-item five-point Likert-scale questionnaire modified from Amer et al. (2010) and Youssef et al. (2024). The results indicated notable disparities in reading methods based on gender and reading proficiency; however, there were no significant differences in perceptions of ChatGPT across these characteristics. Students indicated extensive utilisation of global and problem-solving reading strategies, including the employment of contextual clues and the re-examination of challenging texts. Moreover, participants viewed ChatGPT favourably in fostering critical thinking, intellectual inquiry, and participation. Correlation studies revealed substantial moderate positive correlations between ChatGPT and global reading techniques (r = .337), problem-solving strategies (r = .419), and support methods (r = .440). The study suggests that ChatGPT serves as an effective cognitive scaffold, enhancing strategic reading, critical assessment, and student engagement when utilised with autonomous reading and critical thinking
Nurbaya Mohamad Aris, E. S. Mohandas, Aini Faridah Azizul Hassan et al.· International journal of res...· 0 citations
Group work is widely used in tertiary foreign-language classrooms, yet the motivational mechanisms that sustain learner engagement in group-based tasks remain under-examined. Drawing on Keller's ARCS motivational framework, the present study examined how foreign-language university learners perceive Attention, Relevance, Confidence, and Satisfaction in the context of group work, and tested whether these four components are significantly related and whether they vary across learner clusters. A quantitative cross-sectional survey design was employed. A convenience sample of 118 university students completed a 35-item, five-point Likert-scale instrument adapted from Keller, Studnicka, and Bateman et al. Instrument reliability was excellent (overall Cronbach's α = .985; sub-dimension α = .942–.970). Pearson correlations indicated strong, significant positive relationships among all four ARCS factors (r = .762–.948, all p < .001), supporting the alternative hypothesis that the four components function as a coherent motivational cluster. Cluster-level comparisons, however, revealed no significant differences across learner groupings (all F < 1, p > .05), supporting the null hypothesis of no cluster variation. Findings suggest that ARCS-based interventions in tertiary foreign-language group work should treat the four dimensions as interrelated rather than independent, while remaining sensitive to within-group homogeneity in motivational response.
Shafiyah Mohamad Khalil, Noor Ahnis Othman, Musaddiq Mohamad Khalil et al.· International journal of res...· 0 citations
This study explores how social constructivism influences academic writing through scaffolding, peer comments, and peer evaluation. Grounded in Lev Vygotsky’s Social Constructivism Theory (1978), the study examines the relationship between scaffold, Zone of Proximal Development (ZPD), and More Knowledgeable Other (MKO) in academic writing practices. A quantitative research design was employed using a 5-point Likert-scale survey distributed to 61 respondents. The instrument consisted of three main variables: scaffold, measured through step-by-step instruction and colour-coding; ZPD, measured through peer comments; and MKO, measured through evaluative review. Reliability analysis showed high internal consistency with Cronbach alpha values of .934 for scaffold, .877 for ZPD, and .907 for MKO, with an overall reliability score of .955. The findings revealed that respondents had positive perceptions of scaffolding, peer comments, and peer evaluation in improving academic writing skills. Students agreed that step-by-step guidance and colour-coding helped them understand essay structures more effectively, while peer comments and evaluative reviews enhanced clarity, organization, and understanding of mistakes in essay writing. Correlation analysis further indicated strong positive relationships between scaffold and ZPD (r=.735), ZPD and MKO (r=.815), and MKO and scaffold (r=.768), with all relationships being statistically significant at p<.001. The study highlights the importance of collaborative learning, guided support, and peer interaction in academic writing development. The findings suggest that integrating scaffolding and peer-based strategies into writing instruction can improve learners’ confidence, engagement, and writing performance while promoting more interactive and meaningful academic learning experiences.
Zarina Razlan, Noor Hanim binti Rahmat, M. Karis· International journal of res...· 0 citations
This study assesses student motivation in online learning environments, with the purpose of exploring how affiliation influences learners’ power and achievement in university learning. The study is guided by McClelland’s Theory of Needs (1965) and Fowler’s (2018) online motivation framework, which frame motivation through affiliation, power, and achievement. The research problem concerns the difficulty of sustaining motivation online, where students may experience isolation, reduced focus, and heavy demands for self-discipline despite the normalisation of virtual education. A quantitative survey design was employed using a convenient sample of 199 students. Data were collected through a five-point Likert-scale questionnaire adapted from Fowler’s motivation to learn online instrument and analysed using descriptive statistics, reliability analysis, t-tests, and Pearson correlation in SPSS. The findings showed no significant differences in online motivation across gender, clusters, education background, and academic years, suggesting that demographic factors were not the main source of motivational variation. The findings also revealed that learners perceived affiliation, power, and achievement positively, while affiliation had strong positive relationships with both power and achievement. Overall, online motivation appears to depend strongly on meaningful connection and instructor support. The study implies that educators should design affiliation-rich online learning environments, while future research should use mixed-method approaches to examine learner motivation.
Amir Lukman Abd Rahman, Wan Muhammad Fitri Wan Amir Nizam, Shirley Clare Jeri et al.· International journal of res...· 0 citations
Language learning strategies have long been acknowledged as a key element in fostering learners’ engagement, autonomy, and academic achievement in second and foreign language learning contexts. This study aims to understand the interralationship between Social Cognitive Theory factors; personal, behavioural and environmental and their influence on language learning strategies among 370 undergraduate students in public university. The instruments used consist four sections based on Bandura’s SCT factors measuring personal, behavioural and environmental as well as language learning strategies. The findings demonstrated moderate to high levels of personal, behavioural and environmental strategy use in language learning. In addition, significant and strong interrelationships were found among the factors, supporting Bandura’s concept of reciprocal determinism. Teachers must acknowledge and be aware that language learning happens through dynamic interaction across these factors; personal, behavioural and environmental. Therefore, teaching content, tasks, classroom practice and classroom environment should be designed and grounded in these factors.
Husna binti Abdul Ahad, Nor Azean Binti Hasan Adali, Asma’ Binti Ammar et al.· International journal of res...· 0 citations
Writing skill is a crucial skill for students in tertiary level education. For students who do not possess good writing skills, they might be intimidated by writing tasks and assignments. This low self-efficacy might hinder them from performing in a writing task. Hence, this study aims to investigate the relationship between students’ self-efficacy and the writing strategies (metacognitive, effort regulation, cognitive, society, and affective strategies) that they use. A quantitative approach was employed, specifically the survey research design to determine the relationship between these two variables. A total of 147 university students from a public university in Selangor, Malaysia were involved in this study, who responded to a questionnaire distributed through online platforms. In general, the findings of this study found that generally students had high self-efficacy, and they employed various strategies in order to complete their writing tasks. The implication of this study is that while teaching writing strategies to students is helpful, students’ confidence and self-efficacy should also be raised in the teaching and learning process.
Hidayu Shafie, Izlin Mohamad Ghazali, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
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