Development and Validation of a Self-regulated Language Learning Inventory
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Development and Validation of a Self-regulated Language Learning Inventory Myunghwan Hwang1 • Hee-Kyung Lee1
Ó De La Salle University 2019
Abstract This study aims to develop and validate the Scale of Self-Regulated Language Learning (S2RLL), intended to measure high school students’ self-regulated language learning skills such as grit, self-efficacy, goal orientations, and language learning strategies. A total of 1281 Korean high school students participated in this study. Various evidence for S2RLL validity was collected from these participants. Results from a field expert panel rating agreement and the Rasch analysis offered evidence for content validity. The Rasch analysis also provided evidence for response validity. Internal structure-related evidence for validity was obtained by applying both exploratory and confirmatory factor analysis and calculating various reliability indices. Lastly, evidence for criterion validity was gained by comparing results from S2RLL with those of other instruments that measure constructs similar to S2RLL. We found that S2RLL items appropriately reflected self-regulated language learning skills. From a psychometric perspective, exploratory and confirmatory factor analyses of shared item variance supported the valid internal structure of S2RLL. Moreover, the Rasch analysis offered evidence for the appropriateness of the 5-point Likert scale used by respondents to respond to S2RLL items. Finally, the sub-scales of S2RLL showed moderate to high correlations with those of other scales related to self-regulation. Thus, S2RLL has the potential to help evaluate applicants’ SRL for second language learning. In
& Hee-Kyung Lee [email protected] Myunghwan Hwang [email protected] 1
addition, we make several suggestions for future research in this area. Keywords Self-regulated language learning Grit Self-efficacy Goal orientations Language learning strategies
Introduction Self-regulated learning (SRL)—referred to as an active, self-initiated process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivations, behaviors, learning environments (Pintrich 2000), and emotions (Yang and Cheong 2013) to achieve the learning goals—began drawing considerable attention from scholars in the field of second language acquisition (SLA) in the early 2000s. Some related studies have focused on the association between SRL strategies and English proficiency for students, ranging from those in primary schools to those attending universities (Hong 2008; Jeon 2011; Kim et al. 2015; Lee 2008; Moon et al. 2012; Wang et al. 2012, 2013; Wang and Pape 2005). It is commonly reported in these studies that high English proficiency correlates with a strong emphasis on SRL strategies. Other studies have focused on the effects of SRL intervention strategies on students’ learning attitudes and English academic achievements (e.g., Hong 2008). In addition, scholars have addressed methods for improving learners’ SRL strategies
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