Relationship between English Language, Learning Strategies, Attitudes, Motivation, and Students’ Academic Achievement

Abstract

Background: A considerable amount of research has been done to explore the key factors that affect learning a second language. Among these factors are students' learning strategies, motivation, attitude, learning environment, and the age at which they are exposed to a second language. Such issues have not been explored extensively in Saudi Arabia, even though English is used as the medium of teaching and learning for medical studies. Objectives: First, to explore the learning strategies used to study English as a second language. Second, to identify students' motivations for studying English. Third, to assess students' perceptions toward their learning environment. Fourth, to investigate students' attitude towards the speakers of English. Fifth, to explore any possible relationships among English language proficiency grades of students and the following: demographic variables, grades for their general medical courses, learning strategies, motivational variables, attitudes, and environmental variables. It is also the aim of this study to explore the relationships between English language learning strategies and motivational variables. Methods: A cross-sectional descriptive study was conducted in May, 2008. The Attitudinal Measure of Learners of English as a Second Language (AMLESL) questionnaire was used to explore the learning strategies used by students to study English as a second language, their motivation to study English, their attitude toward English speaking people, and perceptions toward the environment where the learning is taking place. Results: A total of 110 out of 120 questionnaires were completed by Applied Medical Science undergraduates, yielding a response rate of 92%. Students utilize all types of learning strategies. Students were motivated 'integratively' and 'instrumentally'. There were significant correlations between the achievement in English and performance in general medical courses, learning strategies, motivation, age, and the formal level at which the student started to learn English. Conclusion: The study showed that students utilize all types of language learning strategies. However, cognitive strategies were the most frequently utilized. Students considered their learning environment as more positive than negative. Students were happy with their teacher, and with their English courses. Students held a positive attitude toward English speaking people. Achievement in English was associated positively with performance in the general medical courses, motivation, and social learning strategies.