Relationships of Achievement Goals to Use of Learning Strategies of English in Japanese College Students

This article examines relationships among achievement goals (mastery goals; performanceapproach goals; and performance-avoidance goals) and use of learning strategies. Thirty-seven undergraduates and graduates assigned to the questionnaire. The questionnaire included the items which measure participants’ achievement goals, self-efficacy, beliefs about English learning, and the use of learning strategies. The results show the positive relationship between the mastery goals and the use of learning strategies such as meta-cognition, organization, guessing, and social strategies. These findings provide the evidence of the effects of the mastery goals to the use of the effective learning strategies in Japanese students’ English learning. The possibilities to enlargement those findings to the other foreign language situation are discussed in the English learning situation.