Motivational achievement is considered as an integral part in foreign language learning. Motivation is directly related to success in competitions with some standard of achieving excellence. Highly motivated L2 learners tend to use various types of strategies. Apart from this motivational achievement, goal setting is such cognitive mediator variable between motivational antecedents and motivational behaviour which also influences learners’ use of strategies. Hence, present study reveals the influence of motivational achievement and goal setting on learners' use of strategy dealing with (1) typical styles of learning strategies held by EFL students; (2) impact of various levels of motivational achievement on students’ use strategies of learning; (3) the relationship of goal-setting with language learning strategies and motivational achievement. The findings of the current study reveal that compensation and meta-cognitive strategies are used more frequently as compare to cognitive and affective strategies. Besides, three least frequently applied individual strategies are “using multiple words”, “involving in L2 speaking”, and “listening native speakers’ conversations”. So for the relationship between motivational achievement and strategy use is concerned with motives to achieve success which is positive and significantly correlates with other language learning strategies such as metacognitive, cognitive, social and affective strategies. Conversely, motive to get away from failure (Mf) has negative impact but not valuably correlates with all other strategies. The study also proves that learning strategies under investigated are significantly correlated with goal-setting excluding affective strategies. Statistical results reveal that for relationship between goal-setting and motivational achievement, motive of acquiring success (Ms) has significant and positive relations.
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