Abstract

The empirical study aims to investigate the correlation between learning motivation and strategy adopted by non-English majors in a local university. The result of the research shows the subjects use learning strategy and learning motivation at medium level. Students most prefer affective strategy. Instrumental motivation is more prevalent. There are different correlations between learning motivation components and learning strategy components. Findings suggest teachers are supposed to be aware of the effect of motivation on learning strategy and promote comprehensive English learning.

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