Language Learner Autonomy: Validate Its Constructs and Investigate Taiwanese Students' Tendency
| Autor: | Ziwei Wang, 王子瑋 |
|---|---|
| Rok vydání: | 2013 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 101 This study aims to 1) identify the theoretical constructs of language learner autonomy; 2) obtain the reliability and validity of the self-designed language learner autonomy questionnaire; 3) investigate Taiwanese EFL students’ level of language learner autonomy and understand whether students display any tendency of Asian-cultural language learning characteristics. 346 participants from vocational senior high schools in Northern, Central, and Southern Taiwan were requested to respond to a self-designed 12-item Language Learner Autonomy Questionnaire. The SPSS statistical package 14.0 was used for the descriptive statistics; the LISREL 8.70 was used for conducting the confirmatory factor analysis (the CFA) to obtain the construct validity of the questionnaire. Major findings are as follows: 1) four theoretical constructs of language learner autonomy were confirmed. They are learning strategies, motivation, metacognitive awareness, and students’ perceived language learning responsibility; 2) the reliability and construct validity of the self-designed questionnaire are good; 3) Taiwanese EFL students’ level of language learner autonomy is moderately high; 4) Taiwanese EFL students have five Asian-cultural language learning characteristics. These characteristics include Taiwanese students tend to a) learn or memorize English based on interest in the subject matter of the task, b) be adaptive to different learning intentions or contexts, c) learn English through memorization, repetition and reviewing, d) be extrinsically motivated in learning English, and e) take less learning responsibility. The findings reveal that 1) Taiwanese EFL students are autonomous learners and the concept of language learner autonomy is compatible with the Taiwanese EFL context, and 2) the tendency of the Asian-cultural characteristic that Taiwanese EFL students display on learning English make the language learner autonomy in Taiwan “culturally distinctive.” Finally, three pedagogical implications, limitations of the study and suggestions for further research were also reported. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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