Abstract
The main objective of the present research is to validate a Self-Regulated Foreign Language Learning Strategy Questionnaire based on previous research, conceptualised in a strategy inventory for language learning and self-regulated language learning. A total of 2223 lower secondary school children participated in the study. After the questionnaire development process, children completed the questionnaire online. Confirmatory factor analyses (CFA) were conducted through structural equation modelling (SEM) to assess our hypothesised six-factor structure model. The results of the CFA validated a five-factor correlated model with metacognitive, cognitive, meta-affective, meta-sociocultural-interactive and sociocultural-interactive factors, while the affective factor was not included. Internal and composite reliability confirmed the consistency of our factors, and convergent validity provided evidence for significant relationships between them. Our results draw attention to the complexity of language learning strategy use, which spans cognitive, affective and sociocultural factors as well as their ‘meta’ approaches. A more concrete distinction demands further investigation and a more accurate design of the questionnaire in the affective field.
Highlights
During the past 30 years, the concept of language learning strategies (LLS) has become fundamental in foreign language learning, and a vast number of studies have dealt with establishing various definitions, interpretations, categorisations and measurement tools (O’Malley and Chamot, 1990; Oxford, 1990; Cohen, 1996, 2007; Chamot, 2004; Nagy and Habók, 2018)
We have found that our questionnaire comprises important constructs to measure the use of self-regulated foreign language learning strategies in the observed sample
The main significance of our research is that it provides empirical evidence for the viable transfer of self-regulated learning (SRL) theory from educational psychology to English as foreign language (EFL) teaching and offers evidence that it is possible to design a self-reported scale that can be used to measure lower secondary children’s self-regulated language learning
Summary
During the past 30 years, the concept of language learning strategies (LLS) has become fundamental in foreign language learning, and a vast number of studies have dealt with establishing various definitions, interpretations, categorisations and measurement tools (O’Malley and Chamot, 1990; Oxford, 1990; Cohen, 1996, 2007; Chamot, 2004; Nagy and Habók, 2018). One of the bestknown instruments is the Strategy Inventory for Language Learning (SILL), developed by Oxford (1990). The psychometric properties of the assessment instruments have recently been questioned (Dörnyei, 2005; Tseng et al, 2006); the original concept was reconsidered and the classification of the strategies was restructured based on self-regulated learning (SRL) theory (Oxford, 2011). Our aim was to reconsider SILL in the light of her newly improved model, to develop an alternate version based on the multidimensional structure of the S2R model and to validate this measurement tool empirically among lower secondary English as foreign language (EFL) students. The psychometric properties of the assessment instruments have recently been questioned (Dörnyei, 2005; Tseng et al, 2006); the original concept was reconsidered and the classification of the strategies was restructured based on self-regulated learning (SRL) theory (Oxford, 2011). Oxford (2011, 2017) aimed to bridge the gaps between language learning strategies theory and self-regulated learning with her Strategic Self-Regulation (S2R) Model of language learning and established new perspectives in strategy research.
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