Goal Orientation Predicting Learner Autonomy and Language Proficiency

This study investigated the predictive power of various goal orientation types (intrinsic, extrinsic, task, ability-approach, and ability-avoid goal orientation) on learner autonomy and language proficiency. To this end, 150 male and female B.A level students, majoring in English translation and English language teaching participated in the study.  To collect data, the Michigan test of English Language Proficiency (MTELP) was administered to homogenize the students and to determine their language proficiency level. Furthermore, the participants were required to complete an autonomy questionnaire, Motivated Strategies for Learning Questionnaire (MSLQ), and Goal Orientation Scale. To analyse the collected data, two separate stepwise multiple regression procedures were used. The results revealed that intrinsic goal orientation was a predictor of both learner autonomy and language proficiency. These results may have implications for educational psychologists, teachers, instructional book designers, materials developers, and L2 learners.