The dependency between motivation and learning strategies and their relationship with foreign language learning achievement

Being qualified in English, as a foreign language is one of the necessary qualities for most individuals in this age. Therefore, as it is a universal language, investigating the possible factors that can be effective on academic success in learning English may serve information to be applied in language learning and teaching process. In order to increase foreign language achievement, the relationship between academic achievement of the students, motivation and learning strategies will be analyzed in the study. Moreover, the frequency at using two related concepts (motivation, learning strategies), the connection between and also effect of motivational factors on the use of the learning strategies are the main aspects in the present study. The study was conducted with Higher School of Foreign Languages students and distant English learners -520 in total- at Gaziantep University in 2011-2012 academic year. The data were collected through Motivated Strategies for Language Learning Questionnaire (MSLQ). The reliability of the mentioned data instrument (MSLQ) was determined as 0.90. The analysis of the data realized with the help of SPSS 15.0 revealed that students highy resorted to motivational and learning strategies. Furthermore, there was a significant, positive relationship between motivation and academic success, learning strategies and academic success, also motivation and learning strategies? use. Additionally, it was found out that motivational factors affected the choice of learning strategies positively.