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Measuring language learner autonomy in higher education: The Self-Efficacy Questionnaire of Language Learning Strategies
Language Learning in Higher Education ( IF 0.7 ) Pub Date : 2019-10-25 , DOI: 10.1515/cercles-2019-0020
Elke Ruelens

Abstract Students in higher education are expected to be autonomous and to become co-owners of their learning. In practice, they need support to advance their autonomy, and formal education is assigned an important role in this development. In order to optimally support the advancement of learner autonomy, educators should be able to define, identify and measure autonomy. Many models and approaches for measuring learner autonomy have been proposed, but as they were mainly developed for research purposes, they are not well suited for implementation in everyday teaching. This study aimed to design a tool to measure language learner autonomy in higher education that is easy to administer and interpret. The Self-Efficacy Questionnaire of Language Learning Strategies (SEQueLLS) blends the constructs of self-efficacy and learner autonomy. This article clarifies the intersection of both concepts, before outlining the development and preliminary validation of the questionnaire. Data collected during a pilot study in the Department of Linguistics and Literature at the University of Antwerp were used to perform a reliability analysis. The article will proceed with a discussion of the ways in which the questionnaire can inform teaching practice: on the basis of two case reports, teaching strategies for supporting students’ autonomy and sense of self-efficacy will be considered. To conclude, a framework suggesting an approach for developing strategy training based on students’ perceived efficacy beliefs for the use of learning strategies is proposed.

中文翻译:

衡量高等教育中语言学习者自主性的方法:语言学习策略的自我效能问卷

摘要期望高等教育中的学生具有自主性,并成为他们学习的共同拥有者。在实践中,他们需要支持以提高他们的自主权,正规教育在这一发展中被赋予了重要作用。为了最佳地支持学习者自主权的发展,教育者应该能够定义,识别和衡量自主权。已经提出了许多用于衡量学习者自主性的模型和方法,但是由于它们主要是出于研究目的而开发的,因此它们不适合在日常教学中实施。这项研究旨在设计一种工具,以衡量易于管理和解释的高等教育语言学习者自主性。语言学习策略的自我效能调查表(SEQueLLS)融合了自我效能和学习者自主性的建构。在阐明问卷的开发和初步验证之前,本文阐明了这两个概念的交叉点。在安特卫普大学语言学和文学系进行的一项初步研究中收集的数据用于进行可靠性分析。本文将讨论问卷如何为教学实践提供信息:在两个案例报告的基础上,将考虑支持学生自主性和自我效能感的教学策略。总之,提出了一个框架,该框架提出了一种基于学生对使用学习策略的感知效能信念进行策略培训的方法。在安特卫普大学语言学和文学系进行的一项初步研究中收集的数据用于进行可靠性分析。本文将讨论问卷如何为教学实践提供信息:在两个案例报告的基础上,将考虑支持学生自主性和自我效能感的教学策略。总之,提出了一个框架,该框架提出了一种基于学生对使用学习策略的感知效能信念进行策略培训的方法。在安特卫普大学语言学和文学系进行的一项初步研究中收集的数据用于进行可靠性分析。本文将讨论问卷如何为教学实践提供信息:在两个案例报告的基础上,将考虑支持学生自主性和自我效能感的教学策略。总之,提出了一个框架,该框架提出了一种基于学生对使用学习策略的感知效能信念进行策略培训的方法。在两个案例报告的基础上,将考虑支持学生自主性和自我效能感的教学策略。总之,提出了一个框架,该框架提出了一种基于学生对使用学习策略的感知效能信念进行策略培训的方法。在两个案例报告的基础上,将考虑支持学生自主性和自我效能感的教学策略。总之,提出了一个框架,该框架提出了一种基于学生对使用学习策略的感知效能信念进行策略培训的方法。
更新日期:2019-10-25
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