EFL learners’ motivational beliefs and their use of learning strategies

The  present  study  attempted  to  examine  the  relationship  between  English  as  a  Foreign Language  (EFL)  learners’ motivational beliefs and their use of learning strategies. The three components  of  motivation,  i.e.  expectancy  component,  value  component  and  affective component,  were  examined  in  relation  to  metacognitive,  cognitive  and  effort  management strategies.  Two hundred and fifty seven EFL learners representing different proficiency levels completed the Persian version of the Motivated Strategies for Learning Questionnaire (MSLQ), which consisted of motivation scale and learning strategies scale. The analysis of the effect of proficiency level on motivational beliefs showed a significant effect of proficiency level on test anxiety and extrinsic goal orientation, suggesting that less proficient learners were significantly more anxious and more extrinsically oriented compared to advanced learners of English. It was also  found  that  self-efficacy,  control  of  learning  beliefs,  intrinsic  goal  orientation  and  task value could account for 70% of variations in self-regulated learning (SRL) strategies. Based on the  findings  of  this  study,  several  suggestions  are  made  to  aid  instructors  in  creating  a  non-product-oriented  approach  to  learning,  which  promotes  foreign  language  learners’  learning outcomes.