خلاصة:
Grammatical competence constitutes an important component of communicative ability, the acquisition of which takes sustained effort, resilience, and planning, otherwise known as the capacity for self-regulated learning. It follows that assessing the self-regulatory capacity in grammar learning (SRCgram) is of prime importance. This paper reports on the development and validation of a scale for measuring SRCgram. Focus group interviews were conducted with 26 participants and a pool of 52 items was created and piloted. Exploratory and confirmatory factor analyses were then conducted to examine the psychometric properties of the instrument. Preliminary fit indices, internal structure fit of the model, and overall model fit provided evidence for the validity of the scale. In addition, the SRCgram scale appeared to be unidimensional and of satisfactory reliability. Thus, SRCgram scale can be proposed as a diagnostic and self-assessment tool to be used by EFL teachers and learners to diagnose, assess, and foster self-regulation in grammar learning.
ملخص الجهاز:
Development and Validation of a Measure of Self- Regulated Capacity in Learning the Grammar of English as a Foreign Language Kioumars Razavipour Sara Safari Ardakani * 1 * Zohreh Gooniband Shooshtari *** Department of English Language and Literature, College of Letters and Humanities, Shahid Chamran University of Ahvaz, Iran Abstract Grammatical competence constitutes an important component of communicative ability, the acquisition of which takes sustained effort,resilience, and planning, otherwise known as the capacity for self- regulated learning.
In learning a second or foreign language, both teachers and learners highly value grammar (Sato & Oyanedel, 2019; Jean & Simard, 2011).
In spite of this assumption, most self-report instruments for measuring strategic learning of an L2 consist of items that target discrete language learning strategies and specific strategic behaviors (Tseng et al, 2006), rendering it difficult to relate the items in these measures to a coherent underlying theoretical model (Dörnyei & Skehan, 2003).
Taking these issues into account in the light of the noted theoretical and measurement pitfalls in language learning strategy measures, there is a need to conceptualize, develop, and test an instrument targeting the learner’s trait of self-regulatory capacity in learning English grammar in which the self- report items constitute the general declaration and conditional relations.
In this study, we aimed to develop and validate a practical scale for the assessment of self-regulated capacity in learning the grammar of English as a foreign language.
CFA was then conducted to assess the extent of fit between empirical data and the postulated self-regulated model of English grammar learning.