The development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language


UZTOSUN M. S.

LANGUAGE LEARNING JOURNAL, vol.48, no.2, pp.213-225, 2020 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 48 Issue: 2
  • Publication Date: 2020
  • Doi Number: 10.1080/09571736.2017.1335766
  • Journal Name: LANGUAGE LEARNING JOURNAL
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database
  • Page Numbers: pp.213-225
  • Çanakkale Onsekiz Mart University Affiliated: Yes

Abstract

This article reports on the development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language (EFL). The scale, which is informed by Pintrich's self-regulated learning (SRL) model, addresses motivational aspects of SRL. The scale was constructed in three stages: item pooling, exploratory factor analysis and confirmatory factor analysis. A total of 1065 learners participated in the research. Exploratory and confirmatory factor analyses were carried out using SPSS and structural equation modelling respectively. The findings led to the development of a 20-item scale that involved four factors: (a) task value activation, (b) regulation of learning environment, (c) regulation of affect and (d) regulation of classroom environment. This factor structure indicates that developing positive affective reactions, enhancing interest in the task and developing positive perceptions of task value are important for developing EFL speaking skills. The research also revealed that changing both in-class and out-of-class environments is important for self-regulated learners as this creates more opportunities to practise spoken language.