Validation of a Self-Regulated Foreign Language Learning Strategy Questionnaire Through Multidimensional Modelling

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 p...

Full description

Saved in:
Bibliographic Details
Published in:Frontiers in psychology 2018-08, Vol.9, p.1388-1388
Main Authors: Habók, Anita, Magyar, Andrea
Format: Article
Language:English
Subjects:
foreign language learning
language learning strategy
multidimensional modelling
Psychology
self-regulated learning
validation
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2018.01388