Motivation, learning strategies and English language learning: adult Chinese learners in the globalized Australian context

The purpose of this study is to examine the attitude and motivation and language learning strategies of adult Chinese ESL (English as a second language) learners in the process of acquiring English in the Australian context in the 21st century, with special reference to the relationships between their self-ratings of English proficiency and the independent variables of attitude and motivation and language learning strategies. Sixty young adult Chinese international ESL students who were studying at selected universities and/or TAFE institutes of Melbourne participated in the study. Three different questionnaires: (1) Background Information Questionnaire, (2) Attitude and motivation Questionnaire (Gardner, 1985), and (3) Strategy Inventory for Language Learning (SILL) (Oxford, 1990a) were administered to collect the data. Statistical analysis showed that the participants of this study generally possessed medium to high levels of motivation toward English learning in Australia, and the majority of them were instrumentally motivated in their orientation.<br><br> The Chinese ESL learners also demonstrated a medium to high level of language learning strategies use. Social strategies were the most frequently used set of strategies reported by the participants. Whereas, their use of memory strategies was at the bottom of the frequency level of all strategies sub-scales. The two variables of attitude and motivation (motivational intensity and desire to learn English) were found to be significantly correlated with English macro-skills and overall English proficiency. Among the six sub-categories of language learning strategies, cognitive strategies and metacognitive strategies, were significantly correlated with every English macro-skill and overall English proficiency. The findings of this study are discussed in light of the results of previous research studies for a more holistic scholarly view of the issue in the research context. Recommendations are also included for further research and practice.