Language Learning Strategies, Language Attitude, and Language Exposure: A Structural Equation Modeling Study of Motivation in Language Learning

Abstract

This study examined the levels of language learning strategies, language attitude, and language exposure among senior high school students and analyzed their relationships with motivation in language learning using Structural Equation Modeling (SEM). A quantitative, descriptive–correlational research design was employed. Results indicated that language learning strategies, language attitude, language exposure, and motivation in language learning were all at a very high level. Pearson correlation analysis revealed significant relationships among the variables and students’ motivation in language learning (p < .01).
Regression analysis further showed that language learning strategies and language exposure were significantly associated with students’ motivation in language learning. Attitude toward language also demonstrated a statistically significant relationship with motivation, although the direction of the relationship varied across model estimations. Three alternative structural models were tested, and Model 3 demonstrated the most acceptable goodness-of-fit indices based on established SEM criteria, including CMIN/DF, GFI, CFI, NFI, TLI, RMSEA, and P-close.
The findings suggest that students’ motivation in language learning is related to the interaction of cognitive, affective, and environmental factors, particularly strategy use, language attitudes, and exposure to language in different contexts. These results highlight the importance of providing learners with opportunities to apply effective language learning strategies, develop positive attitudes toward language learning, and experience meaningful exposure to language both inside and outside the classroom.