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Table of Contents SELF-REGULATION AND ITS RELATION TO MOTIVATION AND PROFICIENCY A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree of Doctor of Education By Sakae Onoda January, 2012 Examining Committee Members David Beglar, Advisory Chair, CITE/TESOL Mark Sawyer External Member, Kwansei Gakuin University Paul Nation, External Member, Victoria University of Wellington Peter Gu, External Member, Victoria University of Wellington James Sick, External Member, J. F. Oberlin University © Copyright 2012 by Sakae Onoda i ABSTRACT This study was an investigation of the relationships among willingness to communicate, two motivational variables (intrinsic goal orientation and self-efficacy), three self-regulated learning strategies (metacognitive during-task self-regulation strategies, effort regulation strategies and peer learning strategies), and measures of English speaking and listening proficiency. The study primarily drew on the concept of self-regulation derived from educational psychology. A sample of 279 English majors studying at a private university in eastern Japan participated in this study. Data from a Japanese version of the Motivated Strategies for Learning Questionnaire (MSLQ) and scores of an in-house proficiency test designed to measure speaking and listening skills were collected. Factor analysis and Rasch analysis were conducted to develop a reliable shortened Japanese version of the MSLQ. Multiple one-way ANOVAs indicated that students with higher speaking and listening abilities as measured by an in-house proficiency test, tended to use more metacognitive during-task self-regulation strategies and effort regulation strategies compared with those with intermediate and lower speaking and listening proficiency. There were no statistically significant differences in peer learning strategies for speaking and peer learning strategies for listening. Finally, structural equation modeling was used to test hypothesized speaking and listening models of the relationships among willingness to communicate, intrinsic goal orientation, self-efficacy, metacognitive during-task self-regulation strategies, effort regulation strategies, peer learning strategies, and English speaking and listening ii proficiency. Modified models indicated that intrinsic goal orientation and self-efficacy influenced effort regulation strategies, which in turn predicted peer Learning strategies and metacognitive during-task self-regulation strategies. It was also found that peer learning strategies influenced metacognitive during-task self-regulation strategies. Finally, metacognitive during-task self-regulation strategies as well as willingness to communicate predicted speaking skills, but listening skills were only predicted by metacognitive during-task self-regulation strategies. Thus, the results illuminated the complex interrelationships among willingness to communicate, self-efficacy, intrinsic goal orientation, effort regulation strategies, and metacognitive during-task self- regulation strategies in predicting speaking and listening skills. Follow-up interviews with a focus group of students revealed that classroom teaching was mainly focused on speaking tasks that required proactive learning behaviors and effort and that listening tasks occupied only part of the class and that usually comprehension of main points served their purposes. The information helps explain why the speaking model had stronger interrelationships among willingness to communicate, motivational variables, self-regulation strategies, and the proficiency variable. iii ACKNOWLEDGEMENTS I would first like to express my thanks to my main advisor, Dr. David Beglar. He has been a source of continuous encouragement, academic guidance, and support through the challenging process of completing this dissertation over a period of years. I am even more grateful for his constant psychological support, regular meetings for consultations, and his constant encouragement to complete the dissertation. I am also greatly indebted to Dr. Kenneth Schaefer who always put me on the right path to the completion of my dissertation by helping me plan the study. His support for my work is greatly appreciated. Many thanks are due to Dr. Mark Sawyer who introduced me to the idea of self- regulation and offered me help when I was determining my research direction. Without his kindness, I would have been unable to apply this concept to my listening and speaking models. A million thanks go to Professor Paul Nation, who offered his academic, mental, and emotional support as I worked for one year on my dissertation while on sabbatical Victoria University of Wellington. I would also like to thank him for kindly serving on my dissertation committee. My thanks also go to Drs. James Sick and Peter Gu, who were kind enough to serve on my oral dissertation defense committee, responding to my request despite their busy schedules. The comments they provided helped me to noticeably improve the study. iv I must also express my appreciation to the several hundred English majors at Kanda University of International Studies who graciously participated in this study. I would particularly like to thank the focus group of students who offered me insights regarding students’ learning behaviors, and who helped me develop and modify the Japanese version of the MSLQ (Motivated Strategies for Learning Questionnaire). Finally, I would like to thank my wife, Kaori and son, Shota, who have been concerned about my health as I have striven to complete this study. They encouraged me to follow Dr. Beglar’s suggestions and to persistently keep working on my dissertation. Their moral support greatly helped me maintain my motivation to write the dissertation. v DEDICATION This dissertation is dedicated to my beloved parents, Hideo and Shizue, my sister, Noriko, as well as my wife and son, Kaori and Shota, for their continuous moral support as I struggled to complete one of the most challenging endeavors I will ever attempt. Amongst others, my great appreciation goes to my mother Shizue for her love and her concern about the completion of my dissertation; she died without seeing me complete the study. Without the consideration and support of my family, this arduous work would not have been successfully completed. vi TABLE OF CONTENTS Page ABSTRACT ........................................................................................................................ ii ACKNOWLEDGEMENTS ............................................................................................... iv DEDICATION ................................................................................................................... vi LIST OF TABLES ............................................................................................................ xii LIST OF FIGURES ......................................................................................................... xvi CHAPTER 1. INTRODUCTION ...........................................................................................................1 The Background of the Study ..................................................................................1 Statement of the Problems .......................................................................................7 The Purposes of the Study .......................................................................................9 Significance of the Study .......................................................................................11 Theoretical Perspective ..........................................................................................12 The Audience for the Study ...................................................................................14 Delimitations ..........................................................................................................15 The Organization of the Study ...............................................................................16 2. REVIEW OF THE LITERATURE ...............................................................................18 Strategy Use ...........................................................................................................18 Autonomy ..............................................................................................................25 Autonomy and Self-Determination Theory ...........................................................26 Autonomy and Self-Regulation .............................................................................28 Metacognition ........................................................................................................31 Self-Regulation ......................................................................................................33 vii Models of Self-Regulation .....................................................................................35 Zimmerman’s (1998, 2000, 2002) Model of Self-Regulation .....................36 Pintrich’s (2000) and Pintrich and Zusho’s (2002) Model of Self- Regulation ...................................................................................................40 Self-Regulation Models Based on Volitional Views .............................................48 The Rubicon Model of Self-Regulation ......................................................50 The Dual Processing Self-Regulation Model ..............................................53 Expectancy-Value Theory .....................................................................................56
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