Literacy Practices, Academic Strategies, and Learner Involvement: Investigating Language Learning Motivation (LLM) through SEM

Abstract

The purpose of this research was to find out which model suits best for ‘Language Learning ‘Motivation’ (LLM)’ of students by applying Structural Equation Modeling (SEM) in order to examine the relationship between reading habits, student engagement, study skills and learning ‘Motivation’. The descriptive causal research design was adopted, and the study was carried out in the English Language Departments in those universities that are located in Islamabad and Rawalpindi. For the academic year 2023–2024, a stratified random sampling was used to choose a total of 500 students. Electronic surveys of four separate questionnaires were used to gather data from these students. Analysis involves mean, standard deviation, Pearson product-moment correlation, multiple regression analysis. A series of relationships were found between how people read, how became students, how they engaged with their learning, and ‘Language Learning ‘Motivation’ (LLM)’. The ball is found that all three factors, ‘Reading Habits, Study Skills, and Student Engagement’ are rated consistently highly by the respondents. It was found that there were several elements that had a high degree of influence on students’ ‘Motivation’ to learn a language. The most fitting model for understanding of the ‘Language Learning ‘Motivation’ (LLM)’ was model 5 which related to the attitudes towards studying English, the intensity of the ‘Motivation’ and ‘Motivation’ for studying the language. It also identified particular sensations regarding reading behaviors and strategies, for example, key cardinal concepts, processing, ‘study aids’, and time and focus administration. Moreover, also an important aspect for the ‘Motivation’ is the student engagement, considered through behavioral, cognitive and emotional indicators. It is then found that reading habits, study skills and the engagement of students have important roles in the development of ‘Language Learning ‘Motivation’ (LLM)’. Therefore, these factors are important to encourage university students’ ‘Motivation’. However, these findings need to be confirmed through further research and reliability across other educational settings needs to be assessed.