The Role of Motivational Strategies, Cognitive Learning Strategies and Learning of Peers in Predicting English Language Achievement

This research aimed to examine the role of the motivational strategies (achievement goals, self-efficacy, and test anxiety), cognitive learning strategies (rehearsal, elaboration, and organization), and learning of peers in the English achievement. 160 students (102 girls and 58 boys) at third grade of high school at Pishva district were selected with a stratified random sampling method. All of pintrich’s them completed the motivational strategies and learning questionnaires and the adapted version of Elliot and Mc Gregor’s achievement goals questionnaires. The findings showed a positive relationship between self-efficacy, rehearsal, and mastery approach goal orientation with language achievement and a negative relationship between test anxieties, learning of peers, performance avoidance goal with language achievement, significantly. Self-efficacy, learning of peers and mastery approach goal orientation predicted 37 percent of variance of language achievement and self-efficacy had the most contribution in prediction of language achievement. One unexpected finding was the negative role of learning of peers in language achievement. Some findings of present research was consistent with previous researches. The role of self-efficacy in English language achievement in comparison to the other variables was noticeable. The theoretical implications of findings were discussed.