An Investigation of Language Learning Strategies through ERG Theory

Abstract

This study investigates language learning strategies through the lens of ERG theory with the purpose of examining how learners’ motivational needs influence learning strategies in second language acquisition. The theoretical framework is grounded in Alderfer’s ERG model, which emphasizes existence, relatedness, and growth needs as learning motivations. The research investigates how these motivational needs shape learners’ strategic behaviours, as most prior studies have focused on strategy usage without exploring the affecting and external factors. A quantitative survey design was employed with a convenient sample of 78 respondents drawn from different academic fields. The data was collected using a 42-item Likert-scale questionnaire adapted from Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et. al, 1991). An analysis was conducted using reliability testing and descriptive statistics. The findings revealed that learners perceive existence needs through metacognitive regulation, while growth needs are viewed through cognitive strategies. On the other hand, relatedness needs are perceived through resource management. These findings suggest a strong association of motivation and strategy use. In conclusion, the study suggests that ERG theory provides a valuable framework for understanding language learning strategies and deepens the insights between motivation and strategy use.