A Causal Relationship Model of English Language Learning Strategies and Achievement Motivation among Physical Education Students at Thailand National Sports University
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 14 May 2022

A Causal Relationship Model of English Language Learning Strategies and Achievement Motivation among Physical Education Students at Thailand National Sports University

Kwanklao Srisopha

Thailand National Sports University Chon Buri Campus

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.02.487

Pages: 262-269

Keywords: English language learning strategies, achievement motivation

Abstract

The objectives of this research were 1) to study the level of English language learning strategies, 2) to study the level of English language learning achievement motivation, and 3) to establish and validate a causal relationship model of English language learning strategies and achievement motivation with empirical data. The population of this study was 1,597 second-year physical education students from 17 campuses of Thailand National Sports University. The sample size was determined for 20 people per 1 observed variable (Hair, et al., 2010), in which there were 22 observed variables in this research. The sample size was calculated to be 440 people (20 x 22) and the sample proportion was determined according to the population of each campus. The questionnaire used in the research was a 5-rating scale questionnaire with a content validity ranged between 0.67-1.00 and the reliability value of the English learning strategy questionnaire, the reliability value of the English language learning achievement motivation questionnaire and the reliability value of the whole questionnaire were 0.936, 0.958 and 0.967, respectively. The results of this research indicated that 1) The English language learning strategies of physical education students at Thailand National Sports University were at a moderate level in both overall and individual strategies. 2) The level of English language learning achievement motivation of physical education students at Thailand National Sports University was at a high level and 3) the causal relationship model of English language learning strategies and achievement motivation among physical education students at Thailand National Sports University was consistent with empirical data.

References

  1. Al-Tamimi, A., & Shuib, M. (2009). Motivation and Attitudes Towards Learning English: A Study of Petroleum Engineering Undergraduates at Hadhramout University of Sciences and Technology. GEMA Online Journal of Language Studies, 9(2), 29-55.

  2. Bialystok, E. (1981). The Role of Conscious Strategies in Second Language Proficiency. Modern Language Journal, 65, 24-35, Spr 1981. Retrieve from http://eric.ed.gov/ 2020/3/25.

  3. Bollen, K. A. (1989). Structural equations with latent variables. New York : John Wiley & Sons. Retrieve from https://doi.org/10.1002/9781118619179 2021/ 10/12.

  4. Chaiwat Bowonwattanaset. (2020). A Study of Learning Conditions Outside the Classroom, Factors Influencing and Ability to Listen to English for Comprehension of Year 4 Navy Cadet Students. Journal of Humanities and Social Sciences, Chulachomklao Royal Cadet School, 7, 37-50.

  5. Chang, C. H., & Liu, H. J. (2013). Language Learning Strategy Use and Language Learning Motivation of Taiwanese EFL University Students. Electronic Journal of Foreign Language Teaching, 10(2), 196-209.

  6. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London : Edward Arnold.

  7. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis. 7th ed. Upper Saddle River, NJ : Prentice Hall.

  8. Khamkhien, A. (2013). Roles of English as an international language on learning strategies among Japanese and Thai learners. Journal of Teaching and Education, 2(2), 473-483.

  9. Kusom Yamiroudeng. (2018). Language Learning Strategies: Teaching Malay Language in Thailand. Inthanintaksin Journal, 13, 113-127, special edition, January-December.

  10. Likert, R. (1967). The Method of Constructing and Attitude Scale, Reading in Attitude Theory and Measurement. pp.90-95. Fishbeic, Matin, Ed. New York : Wiley & Son.

  11. MacCallum, R. C., & Hong, S. (1997). Power Analysis in Covariance Structure Modeling Using GFI and AGFI. Multivariate Behavioral Research, 32, 193-210. Retrieve from http://dx.doi.org/10.1207/s15327906 mbr3202_5 2021/9/24.

  12. Nootchanate Kansamut and Prasopchai Phasunon. (2015). Factors Affecting Achievement Motivation of Students in Hospitality and Tourism Department, Faculty of Liberal Arts, Rajamangala University of Technology Srivijaya. Rajamangala University of Technology Srivijaya Research Journal, 7(2), 27-40, July-December. https://www.repository.rmutsv.ac.th/handle/123456789/1210 . Accessed on 10/22 2020

  13. Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York : Newbury House Publishers.

  14. Preeyaporn Wonganuttaroch. (2005). Educational Psychology. Bangkok Media Center, Bangkok.

  15. Sangduean Bunyam (2018). Causal Factors Influencing English Language Learning Achievement of Secondary 2 Students, Office of Secondary Education Service Areas, Area 31. Academic Journal, 12(3), 12-18, September – December, 2018. Sisaket Rajabhat University.

  16. Siwanon Ninpanit. (2017). English Learning Strategies of 1st Year University Students. Valaya Alongkorn Review (Humanities and Social Sciences), 7(2), 1-12, May-August 2017. Valaya Alongkorn Rajabhat University.

  17. Sophana Sudsomboon. (2021). Factors Affecting Motivation for Achievement in Graduation of Master of Education Program (Educational Administration), Sukhothai Thammathirat Open University. Journal of Buddhist Social Sciences and Anthropology, 6(4), 372-385, April. Wat Wangtawantok Nakhon Si Thammarat Province. https://so04.tci-thaijo.org/index.php/JSBA Accessed 2021/8/9

  18. Sudkanung Naruponjirakul and Sirisopha Saenboonwet (2019). A Study of Motivation for Learning English among Students of Primary Education Program, Faculty of Education, Kamphaeng Phet Rajabhat University. Report from the 6th National Academic Conference, Research and Development Institute, Kamphaeng Phet Rajabhat University.

  19. Thanomjit Sarot, Peeradol Bejrananda and Chawanida Suwanich. (2016). Developing English reading skills of physical education students through critical thinking processes. Journal of Humanities and Social Sciences, 33(3), 36-66, Sept. - Dec., Khon Kaen University.

  20. Wiley, G. and Wrigley, S. (1987). Communicating in the real world: Developing Communication Skills for Business and the Professions. California State University, Long Beach. Prentice Hall Regents.

  21. Yuth Kaiyawan. (2013). Analysis of the structural equation model with AMOS. Press of Chulalongkorn University, Bangkok.

bottom of page