This quantitative study investigates language learning strategies among undergraduates, utilizing a purposive sample of 132 participants of undergraduate students in Malaysia. The survey comprises three sections: A, focusing on demographic profiles; B, exploring value components through intrinsic goal orientation, extrinsic goal orientation, and task value beliefs; and C, assessing expectancy components, including students' perception of self-efficacy and control beliefs for learning. In terms of value components, participants highly value intrinsic goal orientation, emphasizing the preference for challenging coursework and the satisfaction derived from understanding course content. Extrinsic goal orientation highlights a strong emphasis on achieving good grades, while task value beliefs underscore the perceived relevance and importance of course materials. Regarding expectancy components, students express confidence in receiving excellent grades and mastering complex materials, indicating a positive perception of self-efficacy. Control beliefs for learning indicate a belief in the influence of strategic studying and hard work on their academic success. These findings provide valuable insights into the motivational aspects of ESL learning among undergraduates, offering implications for educational strategies and interventions to enhance language acquisition.
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