Abstract
The present study aimed to design and validate a questionnaire to investigate students' perceptions of learner autonomy in the context of Vietnamese tertiary education. The questionnaire was adapted from various well-established scales in the literature, and then the back-translation method was used to produce a version in Vietnamese. After the questionnaire development process, 1,565 non-English majors at seven different tertiary institutions in Vietnam voluntarily participated in the study and completed the questionnaire. Evidence of reliability and validity was provided for the instrument using SPSS Version 24, SmartPLS 3, and SPSS AMOS. Reliability was evaluated using Cronbach's alpha, composite reliability (CR), rho_A value, and average inter-item correlations. Validity was substantiated using Messick's framework of validity (1995). This entailed five different aspects: content, substantive, structural, external, and consequential. The results indicated that reliability reached adequate values and the aspects of validity were mostly confirmed. The questionnaire, therefore, was suited to exploring how students perceive learner autonomy, but it requires more validation for future use in the other contexts.
Highlights
Learner autonomy (LA) is marked by “a readiness to take charge of one's own learning in the service of one's needs and purposes
The primary purpose of this study has been as follows: (a) to construct a data collection instrument named as the learner autonomy perception questionnaire (LAPQ), which uses data collected from a sample of 1,565 English learners from several Vietnamese higher education institutions and (b) to perform validity and reliability analyses of the referenced questionnaire
Drawing on insights from these views, this study argues that the classifications developed by Sinclair (2000a) and Cotterall (2009) are consistent with the influential definition of metacognitive knowledge offered by Flavell (1979)
Summary
Learner autonomy (LA) is marked by “a readiness to take charge of one's own learning in the service of one's needs and purposes. This entails a capacity and willingness to act independently and in cooperation with others as a socially responsible person” T. Nguyen, 2012; Phan, 2015; Tran, 2005) Those studies indicated that there was a relationship between LA and language proficiency. The primary purpose of this study has been as follows: (a) to construct a data collection instrument named as the learner autonomy perception questionnaire (LAPQ), which uses data collected from a sample of 1,565 English learners from several Vietnamese higher education institutions and (b) to perform validity and reliability analyses of the referenced questionnaire
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