Developing Modifiable learner factor questionnaire

1. Developing Modifiable learner factor questionnaire WEN Qiufang

2. Questions to be discussed • What variables are measured in this questionnaire? • Definitions (conceptual vs. operational) • How is the questionnaire developed? • How many stages did I go through for constructing the questionnaire?

3. Question One • Variables • Motivation • Belief about English learning • Strategy for learning English

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)