Abstract
The study reports on the psychometric properties of instruments that can measure EFL students’ self-regulated learning strategy use and English grammar self-efficacy and examines the relationship between these two constructs. 350 male and 432 female students, aged between 16 and 17, from two high schools in Vietnam participated in the survey. The participants answered the Questionnaire of Self-Regulated Learning Strategies in Learning English Grammar (QSRLSLEG), and the Questionnaire of English Grammar Self-Efficacy (QEGSE). The disjoint two-stage approach for Partial Least Square-Structural Equation was used to analyze the data. The results showed that the 24-item QSRLSLEG and 8-item QEGSE have face, content, and construct validity and reliability. A moderate relationship between SRL strategies in English grammar learning and English grammar SE was found. Both instruments are reliable and valid assessment tools, providing useful information for researchers and English teachers to investigate important aspects of students’ self-regulation in learning English grammar.
Highlights
Significant advances and developments in second language acquisition have proliferated in the past few decades, especially in conceptualizing the strategy construct and constructing strategy inventories (e.g., Oxford, 1990a; Schunk and Zimmerman, 1998; Zimmerman, 2000c; Pawlak, 2011a)
While most of the early studies on strategic learning were conducted in English-speaking countries, and inventories of language learning strategies were validated only in the English as a second language (ESL) environments (e.g., Stern, 1975; Oxford, 1986; Wenden, 1987; Nyikos and Oxford, 1993), beginning from the 1990s, a few inventories (e.g., O’Malley and Chamot, 1990; Oxford, 1990a) have been validated in EFL contexts (e.g., Brown et al, 2001; Aghaie and Zhang, 2012; Dong, 2016)
The assessment of the quality criteria starts with the evaluation of the factor loadings which is followed by establishing the construct reliability and validity
Summary
Significant advances and developments in second language acquisition have proliferated in the past few decades, especially in conceptualizing the strategy construct and constructing strategy inventories (e.g., Oxford, 1990a; Schunk and Zimmerman, 1998; Zimmerman, 2000c; Pawlak, 2011a). The conceptualization of strategy inventories has shifted from the notion of strategic learning to self-regulation, examined under psychological perspectives. This is largely due to a paradigm shift from a focus on specific strategic behaviors to understanding the underlying trait from the perspective of the learners’ actual employment of strategies, i.e., self-regulation (Dörnyei, 2005; Rose, 2012; Oxford, 2016b). Bolstered by claims that strategy inventories were void of strong theoretical underpinnings (e.g., Takeuchi, 2019a), this shift has led to contentions among scholars as to whether learning strategy research should be totally replaced by self-regulation studies. While Dörnyei (2005) and Tseng et al (2006) put forward that self-regulation questionnaire had more psychometric soundness than traditional language learning strategy instruments, Oxford (2016b) and Rose
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