A study on vocational and technical anatolian high school students' motivational orientations and use of self-regulated learning strategies in language learning

This study mainly aims to determine the motivational orientations and self-regulated learning strategies which vocational high school students use in language learning. Another purpose of the study is to investigate both overall relation between vocational high school students' motivational orientations and their use of self-regulated learning strategies and the relation between all sub-factors with each other. The study was conducted with 190 students in Niğde Faik Şahenk Vocational and Technical Anatolian High School. In this study, data was obtained by using quantitative research method. The quantitative data was collected through Motivated Strategies for Language Learning (MSLQ), which developed by Pintrich, Smith, Garcia and McKeachie (1991). The analysis of quantitative data was done with the help of SPSS20. Besides, in order to support the quantitative data and provide the participants to reveal their opinions in detail, semi-structured interviews were done. The results of the study showed that vocational high school students' firstly beliefs to learn English and extrinsic motivation is more important than other motivational orientations for these students. Also, it is found out that vocational high school students' motivation is least affected by test-anxiety. In addition to motivation, vocational high school students' use of self-regulated learning strategies in language learning is investigated and the results show that while the most frequent learning strategy is elaboration, the least frequent is peer-learning. Finally, it is determined that there was the correlation between motivational orientations and self-regulated learning strategies in a positive way.