Learners’ self-regulated learning strategies are said to be influenced by various motivational beliefs. There have been some concerns on the factors that would impact learners’ academic performance as well as the relationship between motivation and self-regulated learning. This study aims to determine the influence of motivational beliefs on self-regulated learning strategies among English as a Second Language (ESL) learners. It investigates the association of both categories. A survey questionnaire with three sections comprising 5 likert scale that is derived from Pintrich & DeGroot (1990) is distributed to 127 respondents involving diploma and degree students from Universiti Teknologi MARA (UiTM). Results exhibit that the most leading component of motivational beliefs is intrinsic value while cognitive strategy is reported as the most prominent component for self-regulated strategies. Moreover, motivational beliefs are found to be in conformity with self-regulated learning strategies. These indicate that there is a significant correlation between motivational beliefs and self-regulated learning. However, learners’ academic achievement may illustrate differences due to disparity in motivation and educators teaching approach, therefore, future researchers are suggested to conduct a thorough study pertaining to motivational beliefs and its relationship with self-regulated learning as well as educators are advised to adopt this concept.
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