The development and validation of a scale for measuring L2 learning experience: the underappreciated element of the L2 motivational self system

Abstract

ABSTRACT The current study developed and validated a holistic and domain-specific scale for measuring the second language (L2) learning experience within the framework of the L2 Motivational Self System. Underpinned by positive psychology theories, a preliminary item pool was generated through combining insights from extant measurements, interviews with Chinese learners of various L2s (e.g. Japanese, French, German, Spanish), as well as literature L2 motivation. This L2 learning experience scale (LLES) was firstly piloted with 302 Chinese language-major undergraduates and further validated with a sample of 304 students from similar backgrounds. Both exploratory factor analysis as well as confirmatory factor analysis were conducted respectively to unravel its factorial structure and examine the model fit, validating a 28-item LLES with six dimensions (e.g. Positive emotions; Negative emotions; Engagement; Relationship; Meaning; Accomplishment). Validity and reliability analyses further established the convergent and divergent validity of the scale, exhibiting robust psychometric properties. The results revealed that the LLES is a sound scale for measuring learners’ multifaceted L2 learning experience and could add new insights into learners’ L2 motivational development.