Exploring Language Learning Strategies from the Perspective of Reciprocal Determinism

Abstract

Learning strategies refer to the approaches individuals use to complete learning tasks, which vary according to personal preferences. In learning German, the effective use of these strategies is essential for facilitating the learning process and enhancing students’ performance. Despite increasing interest in language learning strategies, limited studies have examined these strategies within a social-cognitive learning framework in the context of German as a third language in Malaysia, making this study significant in providing empirical and contextual evidence. This study explores language learning strategies from the perspective of reciprocal determinism by examining undergraduate students’ perceptions of the strategies they employ and the interrelationships among these strategies in achieving optimal learning outcomes in learning German at the main campus of Malaysia’s largest public university. This study employed a quantitative approach using a 5-point Likert-scale survey distributed via Google Forms to 164 students enrolled in a third-language German course. It contained four sections, which were rooted in Bandura’s (1978) concept of reciprocal determinism and the learning strategies proposed by Wenden & Rubin (1987). The instruments were divided into three sections, consisting of 42 items with 19 items on Power, 11 items on Affective and 12 items on Affiliation. The findings indicated that students demonstrated strong cognitive and metacognitive engagement, effective affective self-regulation, and appreciation for peer support, although their consistency in study routines and class attendance was limited. These results suggest that language instructors should design learning activities that not only foster cognitive and emotional engagement but also encourage consistent study habits and active participation to maximise students’ learning outcomes in German. These findings highlight the importance of integrating cognitive, affective, and social dimensions in language learning strategies and offer new insights into the application of reciprocal determinism in learning German as a third language in Malaysia, contributing empirical evidence for more effective instructional practices.