The language learning orientations scale and language learners’ motivation in Japan: A partial replication study

Abstract

Motivation is central to success in most academic domains. This paper builds on previous research into measurement of motivation within the framework of self-determination theory. Instruments measuring motivation often need to be adapted, revised, and improved. There have been repeated calls for replication studies within second language acquisition, and yet there remains some reluctance to build on and develop previous research. To address this issue, this paper reports on a partial replication of Leeming and Harris (2022). That study employed Rasch analysis to investigate the functioning of the Language Learning Orientations Scale (LLOS), allowing identification of problematic items that negatively influenced measurement of the target constructs. Based on the results and discussion of that paper, for this study, questionnaire items were edited, resulting in a new version of the instrument, the LLOS-J. This revised survey was administered to a similar cohort of participants who also completed a test of English reading and listening proficiency. The LLOS-J was examined using the Rasch model, and relationships between data from this questionnaire and English proficiency were also investigated. Rasch analysis allowed comparison with the initial study. Results showed improvement in the unidimensionality of the external motivation construct, and improved fit to the Rasch model for individual items, although this improvement was limited. The relationship between motivational variables and English proficiency was different from the initial study, and possible reasons are discussed.