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Problems for questionnaire

Problems for questionnaire. WEN Qiufang. Advantages and disadvantages. What is a questionnaire able to investigate? What is a questionnaire unable to do?. Problems. Without a conceptual framework Without proper categories Categories not mutually exclusive items of low validity.

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Problems for questionnaire

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  1. Problems for questionnaire WEN Qiufang

  2. Advantages and disadvantages • What is a questionnaire able to investigate? • What is a questionnaire unable to do?

  3. Problems • Without a conceptual framework • Without proper categories • Categories not mutually exclusive • items of low validity

  4. Motivation • Motivation is defined as reasons for learning English, I.e. why do they want to learn English which are divided into two categories according to Biggs’ theory

  5. Beliefs • Learners’ views on what can lead to success in L2 learning (Similar to the knowledge aspect of Metalearning defined by Biggs and Philosophy mentioned by Abraham and Vann

  6. Strategies • Actions taken to facilitate the accomplishment of language learning tasks (same as Rubin’s definition)

  7. How to define the subcategories of each variable? Theory-driven Data-driven

  8. Theory-driven • Biggs’s classification of motivation • Surface motive • Deep motive

  9. Theory-driven • O’Malley & Chamot’s classification of strategies • Metacognitive • Cogntive

  10. Theory-driven • Stern’s three continua as theoretical assumptions for classifying the subcategories of learning strategies • L1-L2 connection • The explicit-implicit option • The code-communication dilemma

  11. Subcategories of beliefs • Views on the importance of management strategies • tn • Management belief • Form-focused belief • Meaning-focused belief • Mother-tongue-use belief • Views on the importance of form-focused strategies • Views on the importance of meaning-focused strategies • Views on the importance of using L1 in learning English

  12. Strategies used in planning and regulating the learning process cognitively and affectively and learners’ study habits Subcategories of strategies • Management strategies • Form-focused strategies • Meaning-focused strategies • Mother-tongue-use strategies Strategies used in communicative activities and in seeking exposure to the language Strategies used in form-focused activities and text-based intensive study Strategies used in the use of the mother tongue in learning

  13. Motivation, Belief, Strategy 60 items 53 items

  14. Three stages • Stage One • Interviewed four successful English learners at different ages • Reviewed the existing literature and instruments • Stage Two • Pilot study (52 subjects) • Stage Three • Validation (242 subjects from five universities)

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