The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis

This study explores the complex relationships between language learning motivation, vocabulary strategies, and two components of second knowledge (i.e., size depth), within framework self-regulated learning. Responses to questionnaires were gathered from 185 secondary-level Korean adolescent learners English as a foreign language, regarding their motivation strategy use; additionally, results depth tests collected. We adopted structural equation modeling for analysis, with strategies consisting memory, cognitive, metacognitive categories, depth. The showed that directly predicted knowledge, indirectly via strategies. When further classified, intrinsic was found have stronger influence on use than extrinsic motivation. discuss implications increasing learners’ repertoire improving