ISSN: 2222-6990
Open access
This research explores the intricate and interactive relationship among English learning motivation, English learning strategies, and English learning efficiency among college students in Yunnan, China. The study aims to provide a new theoretical perspective for Second Language Acquisition (SLA) research while offering empirical insights that inform educational policies and practices in China and beyond. This study analyzes English learning efficiency based on Second Language Acquisition (SLA) theory, with a particular focus on the critical role of socio-educational factors in language acquisition. Motivation is regarded as a key determinant of learning efficiency. This research employs Self-Determination Theory (SDT) to examine how different types of motivation (intrinsic and extrinsic) interact and contribute to students' English learning process. Furthermore, learning strategies play a significant mediating role between English learning motivation and learning outcomes. The study adopts the Strategy Inventory for Language Learning (SILL) to systematically analyze the impact of learning strategies in the context of language acquisition. A random stratified sampling technique is employed to select a representative sample of college students in Yunnan, ensuring broad applicability of the findings. Data analysis methods include independent samples t-test and Partial Least Squares Structural Equation Modeling (SEM-PLS) to explore the causal relationships and mediating effects among English learning motivation, learning strategies, and learning efficiency. This study aims to provide a comprehensive analysis of how students' English learning motivation influences their language acquisition efficiency, with a particular emphasis on the mediating role of various learning strategies. Through an in-depth examination of these factors, this research contributes both theoretically and practically—advancing the field of Second Language Acquisition (SLA) while offering empirical evidence for English teaching practices. The findings serve as a valuable reference for educational policymakers, assisting them in optimizing teaching strategies and improving students' English learning efficiency.
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