期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2021
卷号：11
期号：7
页码：840-849
DOI：10.6007/IJARBSS/v11-i7/10538
语种：English
出版社：Human Resource Management Academic Research Society
摘要：This study examines the association between achievement goal, perceived teacher instructional practices and English academic achievement. The study was conducted on the 50 form Four students in a sub-urban school district in Klang valley. The students completed the questionnaire regarding their achievement goal and their perception of English teachers’ instructional practices. Based on the correlation analysis, the findings showed that mastery-approach was significantly associated with English achievement. Meanwhile, perceived teachers’ instructional practices showed that none of teacher instructional practices associated with English achievement. This has shown that students’ motivation in academic achievement play an important role in students’ learning.
