Abstract
This article reports the development and validation of an instrument, the Technology-Based Self-Regulated English Learning Strategies Scale (TSELSS), in terms of its multifaceted structure of self-directed use of technology in English learning among Chinese university EFL students. TSELSS was developed through a three-phase process, focusing on the domain of self-regulated English learning in technology-assisted conditions. The first phase involved the generation of an item pool, the second a pilot study (N = 164) aimed at identifying the factor structure of TSELSS using exploratory factor analysis, and the third an examination of the psychometric properties of the revised TSELSS using confirmatory factor analysis with another independent sample of students (N = 525). Furthermore, the concurrent validity of TSELSS was investigated through correlations with students’ English language self-efficacy and English learning outcomes. The final version of the scale is made up of five types of technology-based self-regulated English learning strategies: motivational regulation strategies, goal setting and learning evaluation, social strategies, technology-based English song and movie learning, and technology-based vocabulary learning. The TSELSS can be used as an evaluation tool to appraise EFL students’ technology-based self-regulated English learning experience, and as a research tool to investigate more associations between technology-based self-regulated strategic English learning and other contextual and learner individual factors.
Highlights
Technology-enhanced language learning has been widely acclaimed for its various facets of the power of technology for language learning in which, with the assistance of technology, learners are provided with diversified learning opportunities [1, 2]
Given a lack of consensus in the literature about how to conceptualise and measure technology-based self-regulated learning in an EFL learning context and a pressing need in practice for developing a scale to evaluate students’ engagement in self-regulated use of technology in learning a second or foreign language as discussed above, and answering a call for research to Technology-based self-regulated English learning understand the dynamic process of SRL in different learning environments [18, 33], this study aims to address the following two major research questions: RQ1: What is the factor structure of the technology-based self-regulated English learning strategies scale (TSELSS) for the Chinese university EFL students?
The first phase involved the generation of an item pool, the second a pilot study aimed at identifying the factor structure of the Technology-Based Self-Regulated English Learning Strategies Scale (TSELSS) using exploratory factor analysis, and the third an examination of the psychometric properties of the revised TSELSS using confirmatory factor analysis
Summary
Technology-enhanced language learning has been widely acclaimed for its various facets of the power of technology for language learning in which, with the assistance of technology, learners are provided with diversified learning opportunities [1, 2]. Second language acquisition researchers have shown an increasing interest in the adoption of self-regulated learning strategies and their correlation with other individual variables [10,11,12], current language learner strategy studies have not given enough attention to learners’ strategic learning in technology-using conditions [13]. Understanding EFL learners’ technology-based self-regulated English learning experience is important because this informs educators on how they can support students to create a more effective learning environment across time and space. There has been a lack of systematic and theory-driven inquiry into learners’ self-regulated technology-based language learning experience as current research has largely focused on effectiveness of technology applications in the language classroom [9, 14]. A possible explanation is that there is a lack of valid and theory-driven instruments for investigating learners’ self-regulated language learning in technology-using conditions
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