Validation of a Tool for Measuring Second Language Learning Self-regulation Strategies

Résumé fourni par la source

ntroduction: This study aimed to validate the tool for measuring self-regulatory strategies in learning a second language using the attitudes of the medical students at Shiraz University of Medical Sciences. Methods: This is a descriptive-analytical study that examined the psychometrics of the Second Language Learning Self-Regulation Strategies Questionnaire (SRFLLSQ). 252 medical students studying in 2019-2020 participated in this study, using the Cochran's formula. The SRFLLSQ consists of 34 questions at 6 dimensions To determine the validity of the questionnaire in this study, we used exploratory factor analysis, confirmatory factor analysis, and construct validity; as to the reliability or trustworthiness of the questionnaire, Cronbach's alpha was used. Results: The results showed that the value of all 34 out of the total of preliminary questions, except item 23, were higher than 0.5. Also, the values of factor load in the second-order factor analysis were also desirable, and the value of t corresponding to each factor load was more than its critical value (2.58), which was significant. (P=0.001). The value of composite reliability was 0.957, indicating the high internal consistency of the variables. Also, the value of AVE was reported to be 0.508, which is higher than 0.50; as a result, the convergent validity of the model is confirmed. Conclusion: The results of factor analysis in the present study show that this scale has sufficient validity and is saturated with six factors. The Persian version of the Second Language Learning Self-Regulation Strategies Questionnaire is a tool with high reliability and validity for measuring second language learning self-regulation strategies among the assistants, students and all those involved in second language teaching and learning.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.