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Development and Validation of an EFL Self-Regulated Learning Questionnaire

Jafari, Hamid | 2013

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  1. Type of Document: M.Sc. Thesis
  2. Language: Farsi
  3. Document No: 45143 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Salehi, Mohammad; Rahimi, Ali
  7. Abstract:
  8. Self-regulated learning, though having swept educational psychology's literature like a tidal wave (Boekaerts, 1999), and also, compared to other constructs such as metacognition and learning strategies, has remained comparatively uncharted in L2 research. One preliminary step to chart this concept is to develop questionnaires for it. With these and other things in mind, the principal purpose of this study was to develop a questionnaire in English and Persian to measure self-regulated language learning capacity and behavior of Iranian EFL learners. The development of the questionnaire was guided by two pilots (412 participants), content validation through expert judgment, cognitive interviews with language learners, expert review of the items, translation quality checks and factorial validation by exploratory and confirmatory factor analyses. Drawing on the literature of educational psychology and the results of EFA (exploratory factor analysis), thirteen sub-scales with 41 items were yielded in the study: intrinsic motivation, self-efficacy, locus of control orientation (attribution), attitude, organization, memory strategies, self-monitoring, self-evaluation, planning and goal setting, concentration and sustained attention, effort regulation, regulation of environment, and help seeking. Also, some linguistic, especially lexical, criteria were used as benchmark to simplify the items of the questionnaire. The words comprising the items of the English version of the questionnaire are within the 2000 most frequent words of the British National Corpus and Corpus of Contemporary American English, which, among other things, increases the readability and linguistic facility of questionnaire for lower-level language learners. The results show that the questionnaire enjoys satisfactory psychometric properties and construct validity. The Cronbach’s alpha for the instrument is 0.74
  9. Keywords:
  10. Motivation ; Self-Regulated Learning (SRL) ; Metacognition ; Questionnaire Development ; Learning Strategies ; Linguistic Facility ; Confirmatory Factor Anaiysis (CFA)

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