Src Voc

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Src Voc

  1. 1. A new approach to Assessing Strategic Learning : The Case of Self-Regulation in Vocabulary Acquisition by Winnie & Mavis TESOL of NCTU
  2. 2. Outline <ul><li>Introduction </li></ul><ul><li>Background </li></ul><ul><li>Principles and objectives of the study </li></ul><ul><li>Overview of the instrument development </li></ul><ul><li>Statistical analysis of the instrument </li></ul><ul><li>Conclusion and implication </li></ul>
  3. 3. Introduction <ul><li>Language learning strategy </li></ul><ul><li>Strategic learning </li></ul><ul><li>Self-regulation instrument </li></ul><ul><li>New strategic learning measure </li></ul><ul><li>Focus on vocabulary learning </li></ul>
  4. 4. Background <ul><li>Learning strategy ? </li></ul><ul><li>How to distinguish strategic learning from ordinary learning ? </li></ul><ul><li>goal-orientated, intentionally invoked, effortful (Weinstein et al.(2000) </li></ul><ul><li>Choice (Cohen) </li></ul>
  5. 5. Background <ul><li>past </li></ul><ul><li>present </li></ul>Focus on the product , the actual techniques employed to the self-regulatory process and the specific learner capacity underlying
  6. 6. Assessing strategic learning <ul><li>Past self-report questionnaires </li></ul><ul><li>MSLQ </li></ul><ul><li>SILL(SLA) Rebecca Oxford </li></ul><ul><li>Problems </li></ul><ul><li>not justifiable psychometrically </li></ul>
  7. 7. Assessing strategic learning <ul><li>The same problems of vocabulary learning strategy </li></ul><ul><li>What can we do ? </li></ul><ul><li>In need of an instrument which is truly psychometrically </li></ul>
  8. 8. Principles and objectives of the study <ul><li>Research project to conceptualize , develop and test a new instrument. </li></ul><ul><li>New instrument : </li></ul><ul><li>should target the learner trait of self-regulation capacity </li></ul><ul><li>should based on theoretically </li></ul>
  9. 9. A system of self-regulatory strategy <ul><li>Developed by D örnyei(2001) </li></ul><ul><li>Five facets </li></ul><ul><li>Commitment control </li></ul><ul><li>Metacognitive control </li></ul><ul><li>Satiation control </li></ul><ul><li>Emotion control </li></ul><ul><li>Environmental control </li></ul>
  10. 10. Principles and objectives of the study <ul><li>To increase the validity of the construct </li></ul><ul><li>one particular learning domain </li></ul><ul><li>Intention to this study : </li></ul><ul><li>Develop a self-report instrument that explicitly targets this self-regulatory capacity in the area of E vocabulary learning. </li></ul>
  11. 11. First phase of the study <ul><li>To write scale items targeting five facet </li></ul><ul><li>Develop item pool : conduct three focus group interviews </li></ul><ul><li>Total 36 ideas were translated into instrument items + 9 items (literature review) = 45 items </li></ul><ul><li>Six-point likert scales </li></ul>
  12. 12. <ul><li>Pilot the instrument. </li></ul><ul><li>Details of the pilot study - </li></ul><ul><li>1.Participants: </li></ul><ul><li>a) 192 Taiwanese university students. </li></ul><ul><li>b) At 1st, 2nd, or 3rd grades. </li></ul><ul><li>c) From private or national universities. </li></ul><ul><li>d) No proficiency measures. </li></ul>Second phase of the study
  13. 13. <ul><li>2.Procedures: </li></ul><ul><li>No randomization. </li></ul><ul><li>Concerns for the informed consent. </li></ul><ul><li>Participants received Chinese version of the questionnaire . </li></ul><ul><li>No time constraint to complete it. </li></ul>Second phase of the study
  14. 14. <ul><li>3.Item-analysis: </li></ul><ul><li>Extreme Group Method & Corrected Item-Total Correlation were conducted. </li></ul><ul><li>EGM t-test </li></ul><ul><li>CITC = Correlation < 0.40 </li></ul>Second phase of the study 45 items – 4 items = 41 items
  15. 15. <ul><li>4.Reliability: </li></ul><ul><li>Cronbach Alpha Coefficients were computed. </li></ul>Second phase of the study 4 items x 5 subscales = 20 items CAC (mean) = 0.78 Good internal consistency reliability
  16. 16. <ul><li>Evaluate the final instrument. </li></ul><ul><li>Administer this instrument to a different population. </li></ul><ul><li>Details of the study - </li></ul><ul><li>1. Participants: </li></ul><ul><li>a) 172 senior high school students. </li></ul><ul><li>b) At the 3rd grade. </li></ul><ul><li>c) From two similar public schools. </li></ul><ul><li>d) No proficiency measures. (pre-intermediate level) </li></ul>Third phase of the study
  17. 17. <ul><li>2.Procedures: </li></ul><ul><li>3.Reliability: </li></ul>Third phase of the study Follow the procedures of the pilot study! CAC (mean) = 0.77 “ SRC VOC ” is a reliable instrument. (Self-Regulating Capacity in Vocabulary Learning)
  18. 18. Confirmatory factor analysis <ul><li>To test the validity. </li></ul><ul><li>Confirmatory factor analysis (CFA) </li></ul><ul><li>Use the software AMOS 4.0 </li></ul><ul><li>The fit structure of the model was examined from 3 aspects: </li></ul><ul><li>1.Preliminary Fit Criteria </li></ul><ul><li>2.Overall Model Fit </li></ul><ul><li>3.Fit of Internal Structure of Model </li></ul>
  19. 19. Confirmatory factor analysis <ul><li>1.Preliminary Fit Criteria </li></ul>Good acceptability of the construct validity Good 0.50 < ג < 0.95 Good No very large standard errors Very good p < 0.95 Level of acceptance Outcomes of measurement
  20. 20. Confirmatory factor analysis 2.Overall Model Fit Very good NFI > 0.90 Very good IFI > 0.90 Marginal AGFI > 0.90 Poor p-value > 0.05 Very good GFI > 0.90 Poor x²/df < 3 Level of acceptance Outcomes of measurement
  21. 21. Confirmatory factor analysis <ul><li>2.Overall Model Fit </li></ul>The model explain the data well ! Very good Ration (sample size-free parameters) > 5 : 1 Good Hoelter’s 0.05 & 0.01 indexes Very good CFI > 0.90 Poor 0.050 < RMSEA < 0.80 Very good TLI > 0.90 Level of acceptance Outcomes of measurement
  22. 22. Confirmatory factor analysis <ul><li>3.Fit of Internal Structure of Model </li></ul>Good overall reliability Very good Normalized residuals < 2 Very good Test statistic > or < -1.96 Good Pi > 0.50 Good Average variance > 0.50 Very good Pc > 0.60 Level of acceptance Outcomes of measurement
  23. 23. Exploratory Factor Analysis <ul><li>To examine the relationships between these 5 indicators & the common underlying theme. </li></ul>Self-regulatory capacity 0.88 0.87 0.86 0.85 0.69 Emotion Environment Satiation Metacognitive Commitment
  24. 24. Conclusion & Implication Five aspects of self-regulation A diagnostic measure Empowering learners A model of Instrument development SRC VOC Possibility of self-report measure

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