The Relationships of Learning Strategy Instruction, Autonomy, and Motivation in L2 Vocabulary Learning

Abstract

The study aimed to explore the relationship between learning strategy, motivation, and autonomy especially focusing on L2 vocabulary learning. Assuming that autonomous learning is essential for L2 vocabulary learning, it examined whether learning strategy instruction aiming at enhancing autonomy actually affects autonomy as well as motivation in L2 vocabulary learning. The results showed that learners are likely to attribute successful learning of L2 vocabulary mostly to their own efforts rather than to teachers’ help. Also, the analysis of the relationship of motivation and autonomy revealed that mainly intrinsic motivation subtypes correlated highly with self-assessed ability, suggesting that the relationship of motivation and autonomy could not be answered with casual relationship only.