The Mediating Effect of Academic Motivation on the Relationship between Grammar Learning Strategies and Attitudes towards Learning English Language

Abstract

This study determined the mediating role of academic motivation on the relationship between grammar learning strategies and attitudes towards learning English language. This descriptive correlational research design with mediation analysis employed stratified random sampling to select the 352 secondary public-school students as respondents, using an adapted questionnaire for data collection. Mean, Pearson’s r, Multiple Regression, and Medgraph using Sobel’s z-test were used as statistical tools. Results revealed that academic motivation (X̄=3.97), grammar learning strategies (X̄=3.76) attitudes towards learning English (X̄=3.93) language were high. Results further showed significant relationships between grammar learning strategies and attitudes toward English (P=<0.000*), as well as between grammar learning strategies and academic motivation (P=<0.000*). Additionally, academic motivation demonstrated a significant positive correlation with attitudes toward English learning (P=<0.000*) and academic motivation was found to have a statistically significant mediating role (P=<0.000*), strengthening the impact of grammar learning strategies on students' attitudes. Based on these findings, it is recommended that structured grammar learning strategies be integrated into the curriculum to further enhance students' attitudes toward English learning. Schools should also implement programs that promote academic motivation, such as goal-setting activities and incentive-based learning. Teachers are encouraged to adopt innovative instructional approaches that cater to students’ diverse needs and foster engagement. Future researchers may explore other factors that influence students' language learning experiences, such as self-efficacy or learning environments, to gain a broader understanding of the subject. The findings have significant implications for language learning practice, highlighting the critical need to foster academic motivation to maximize the positive impact of grammar instruction and cultivate favorable student attitudes.