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A new approach to Assessing A new approach to Assessing
Strategic Learning : Strategic Learning :
The Case of Self-Regulation in The Case of Self-Regulation in
Vocabulary AcquisitionVocabulary Acquisition
by Winnie & Mavis
TESOL of NCTU
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Outline
Introduction Background Principles and objectives of the study Overview of the instrument development Statistical analysis of the instrument Conclusion and implication
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Introduction
Language learning strategy
Strategic learning
Self-regulation instrument
New strategic learning measure
Focus on vocabulary learning
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Background
Learning strategy ?
How to distinguish strategic learning from
ordinary learning ?
goal-orientated, intentionally invoked, effortful (Weinstein et al.(2000)
Choice (Cohen)
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Background
past
present
Focus on the product , the actual techniques employed
to the self-regulatory process and the specific learner capacity underlying
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Assessing strategic learning
Past self-report questionnaires MSLQ SILL(SLA) Rebecca Oxford Problems
not justifiable psychometrically
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Assessing strategic learning
The same problems of vocabulary learning strategy
What can we do ?
In need of an instrument which is truly psychometrically
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Principles and objectives of the study
Research project to conceptualize , develop and test a new instrument.
New instrument :
a) should target the learner trait of self-regulation capacity
b) should based on theoretically
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A system of self-regulatory strategy Developed by Dörnyei(2001) Five facets
a) Commitment control
b) Metacognitive control
c) Satiation control
d) Emotion control
e) Environmental control
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Principles and objectives of the study To increase the validity of the construct
one particular learning domain
Intention to this study :
Develop a self-report instrument that explicitly
targets this self-regulatory capacity in the area
of E vocabulary learning.
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First phase of the study
To write scale items targeting five facet Develop item pool : conduct three focus
group interviews
Total 36 ideas were translated into instrument items + 9 items (literature review) = 45 items
Six-point likert scales
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Pilot the instrument. Details of the pilot study-1.Participants:
a) 192 Taiwanese university students.
b) At 1st, 2nd, or 3rd grades.
c) From private or national universities.
d) No proficiency measures.
Second phase of the study
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2.Procedures:
a) No randomization.
b) Concerns for the informed consent.
c) Participants received Chinese version of the questionnaire.
d) No time constraint to complete it.
Second phase of the study
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3.Item-analysis:
a) Extreme Group Method & Corrected Item-Total Correlation were conducted.
b) EGM t-test
c) CITC = Correlation < 0.40
Second phase of the study
45 items – 4 items = 41 items
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4.Reliability:
Cronbach Alpha Coefficients were computed.
Second phase of the study
4 items x 5 subscales = 20 items
CAC (mean) = 0.78
Good internal consistency reliability
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Evaluate the final instrument. Administer this instrument to a different
population. Details of the study-1. Participants:
a) 172 senior high school students.
b) At the 3rd grade.
c) From two similar public schools. d) No proficiency measures. (pre-intermediate level)
Third phase of the study
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2.Procedures:
3.Reliability:
Third phase of the study
Follow the procedures of the pilot study!
CAC (mean) = 0.77
“SRCVOC” is a reliable instrument.(Self-Regulating Capacity in Vocabulary Learning)
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Confirmatory factor analysis
To test the validity. Confirmatory factor analysis (CFA) Use the software AMOS 4.0 The fit structure of the model was examined
from 3 aspects:
1.Preliminary Fit Criteria
2.Overall Model Fit
3.Fit of Internal Structure of Model
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Confirmatory factor analysis
1.Preliminary Fit Criteria Outcomes of measurement Level of
acceptance
0.95> ג > 0.50 Good
p < 0.95 Very good
No very large standard errors Good
Good acceptability of the construct validity
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Confirmatory factor analysis
Outcomes of measurement Level of acceptance
p-value > 0.05 Poor
x²/df < 3 Poor
GFI > 0.90 Very good
AGFI > 0.90 Marginal
IFI > 0.90 Very good
NFI > 0.90 Very good
2.Overall Model Fit
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Confirmatory factor analysis
2.Overall Model Fit
Outcomes of measurement Level of acceptance
CFI > 0.90 Very good
TLI > 0.90 Very good
0.050 < RMSEA < 0.80 Poor
Hoelter’s 0.05 & 0.01 indexes Good
Ration (sample size-free parameters) > 5 : 1 Very good
The model explain the data well !
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Confirmatory factor analysis
3.Fit of Internal Structure of Model
Outcomes of measurement Level of acceptance
Pi > 0.50 Good
Pc > 0.60 Very good
Average variance > 0.50 Good
Test statistic > or < -1.96 Very good
Normalized residuals < 2 Very good
Good overall reliability
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Exploratory Factor Analysis
To examine the relationships between these 5 indicators & the common underlying theme.
Commitment
Emotion
Metacognitive
Satiation
Environment
Self-regulatory capacity
0.880.87
0.86
0.85
0.69
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Conclusion & Implication
Five aspects of self-regulation
A diagnostic measure
Empowering learners
A model of Instrument
development
SRCSRCVOCVOC
Possibility of self-report measure