The Relationship Between Undergraduate EFL Students’ Achievement Goal Orientation and Their Reading Strategies

Abstract

This study aims to find out the relationship between achievement goal orientation and reading strategies of undergraduate EFL students majoring in English Education Department. The design of this study is quantitative correlational study. The data were collected through an online survey with two questionnaires, the Achievement Goal Questionnaire (AGQ) by Elliot and McGregor (2001) and the Survey of Reading Strategies by Mokhtari and Sheorey (2002). 115 students participated in this study. The data were analyzed using Pearson Product-Moment Correlation of SPSS. The results of this study show that all the dimensions of Achievement Goal Orientation (i.e., Mastery Approach, Mastery Avoidance, Performance Avoidance, and Performance Approach) have significant and positive relationships with reading strategies with r=.592; r=.465; r=.431; r=.292, respectively. These results mean that achievement goal orientation is correlated with students’ reading strategies. Therefore, it is revealed that students tend to have more reading strategies when they have more goals. Teachers or lecturers also have a role to help students achieve their goals in learning by raising students' awareness about achievement goals and reading strategies, so students can improve their learning abilities.