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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 selfregulation 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 selfregulation 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 Motivational Variables Employed in the Motivated Strategies for Learning Questionnaire (MSLQ)...........................................................................57

Intrinsic and Extrinsic Goal Orientations .....................................................58 Self-Efficacy ................................................................................................62 Self-Efficacy and Intrinsic Motivation (Goal Orientation)..........................66 Self-Efficacy, Self-Regulation, and Academic Achievement......................68 The Relationships Among Self-Efficacy, Self-Regulation, and L2 Academic Achievement...............................................................................70

Self-Regulation Strategy Variables Measured by the MSLQ................................71
Metacognitive Self-Regulation Strategies ...................................................72 Effort Regulation Strategies.........................................................................73 Peer-Learning Self-Regulation Strategies....................................................75
Self-Regulation in Foreign Language Learning ....................................................77 Empirical Research on Self-Regulation.................................................................78 Willingness to Communicate.................................................................................88
L2 WTC as a Predictor Variable..................................................................94 The Relationship Between L2 WTC and Self-Efficacy...............................97

viii
An Empirical Study Examining the Relationships Among the Variables Employed in the Present Study...................................................98

Gaps in the Literature...........................................................................................101 Purposes of the Study and Research Questions ...................................................102
3. METHODS..................................................................................................................110
Setting and Sample ..............................................................................................110 Instrumentation ....................................................................................................113
The Motivated Strategies for Learning Questionnaire (Japanese Version).....................................................................................................113

Willingness to Communicate in L2 Questionnaire ...................................117 The KANDA English Proficiency Test.....................................................118 The KEPT Speaking Test..........................................................................119 The KEPT Listening Test..........................................................................120
Research Design and Procedures.........................................................................121 Analyses...............................................................................................................124
The Rasch Model.......................................................................................128 The Rasch Rating-Scale Model.................................................................129 Structural Equation Modeling ...................................................................134 Advantages of Structural Equation Modeling...........................................136 SEM Procedures........................................................................................138
4. PRELIMINARY ANALYSES....................................................................................141
The Development of a Shortened Version of the MSLQ ....................................141 Rasch Analysis of the Shortened Japanese Version of the MSLQ ......................142
Selecting Items for Each Construct..................................................................142 Rasch Model Criteria for Selecting Items........................................................152

ix
Self-Efficacy ........................................................................................153 Willingness to Communicate ..............................................................158 Intrinsic Goal Orientation for Listening..............................................161 Intrinsic Goal Orientation for Speaking ..............................................167 Effort Regulation Strategies ................................................................170 Metacognitive During-Task Self-Regulation Strategies .....................175 Peer Learning Strategies......................................................................179
Selecting Items for the Structural Equation Model........................................184 Selecting Items with Exploratory Factor Analyses........................................185 Assumptions of Structural Equation Modeling..............................................191 KEPT Speaking and Listening Scores ...........................................................193
5. RESULTS....................................................................................................................195
Research Question 1: The Shortened Japanese MSLQ..................................195 Research Question 2: Self-Regulated Strategy Use.......................................197
The Relationship Between Effort Regulation Strategy Use and Speaking and Listening Abilities...........................................................198

The Relationship Between Metacognitive During-Task SelfRegulation Strategy Use and Speaking and Listening Abilities............199

The Relationship Between Peer Learning Strategy Use and Listening and Speaking Abilities...........................................................201

Effort Regulation Strategies and Speaking Abilities .............................203 Effort Regulation Strategies and Listening Abilities.............................204 Metacognitive During-Task Self-Regulation Strategies and Speaking Abilities..................................................................................204

Metacognitive During-Task Self-Regulation Strategies and Listening Abilities..................................................................................205

x
Peer Learning Strategies and Listening Abilities...................................206 Peer Learning Strategies and Speaking Abilities...................................206
Research Question 3: A Structural Equation Model of Self-Regulation Strategies..............................................................................................................207

Confirmatory Factor Analysis................................................................208 Hypothesized Structural Equation Models ............................................209 Hypothesized Structural Equation Models for L2 Speaking and L2 Listening...........................................................................................215

Analyses and Results .............................................................................218 Speaking Model Modification and Specification...................................218 Listening Model Modification and Specification ..................................225
6. DISCUSSION .............................................................................................................232
Research Question 1 ...........................................................................................232
Practicality of the Shortened Japanese MSLQ.................................................234 Suggestions for Using and Interpreting the Questionnaire..............................234
Research Question 2 ............................................................................................236 Research Question 3 ............................................................................................240
The Causal Relationships Between Self-Efficacy, Effort Regulation Strategies, and Metacognitive During-Task Self-Regulation Strategies ...244

The Causal Relationship Between Intrinsic Goal Orientation and SelfRegulation During-Task Self-Regulation Strategies .................................246

The Interrelationships Among Self-Efficacy, Intrinsic Goal Orientation for Speaking, Effort Regulation Strategies, Metacognitive During-Task Self-Regulation Strategies, and L2 Speaking Skills.............247

The Interrelationships Among Effort Regulation Strategies, Metacognitive During-Task Self-Regulation Strategies, and Peer Learning Strategies ....................................................................................250

xi
The Causal Relationship Among Self-Efficacy, Willingness to Communicate and L2 Speaking Skills.......................................................253

Pedagogical Implications.....................................................................................256
7. CONCLUSION ...........................................................................................................260
Summary of the Results.......................................................................................260 Theoretical and Pedagogical Implications...........................................................262 Limitations of the Study.......................................................................................264 Future Directions .................................................................................................267 Final Comments...................................................................................................268
REFERENCES CITED....................................................................................................270 APPENDICES .................................................................................................................288 A. SAMPLE ITEMS OF THE STATEGY INVENTORY FOR LANGUAGE
LEARNING (SILL) (OXFORD, 1990) ...................................................................289

B. SAMPLE ITEMS OF LANGUAGE STRATEGY USE INVENTORY AND
INDEX (LSUII) (COHEN & CHI, 2002) ................................................................290

C. THE ORIGINAL MSLQ ITEMS................................................................................291 D. KEPT (KANDA UNIVERSITY OF INTERNATIONAL STUDIES)
SPEAKING PROMPTS...........................................................................................294

E. KEPT LISTENING TEST...........................................................................................295 F. THE KEPT ORAL TESTS BAND .............................................................................296 G. CONSENT FORM ......................................................................................................299 H. WILLINGNESS TO COMMUNICATE ITEMS (BEGLAR & ONO, 2008) ............300 I. REQUEST TO MEDIA ENGLISH TEACHERS TO ADMINISTER THE
JAPANESE VERSION OF THE MSLQ .................................................................301

J. SHORTENED JAPANESE VERSION OF THE MSLQ (JAPANESE
VERSION) ...............................................................................................................302

K. SHORTENED JAPANESE VERSION OF THE MSLQ (ENGLISH VERSION) ....306 xii

LIST OF TABLES

  • Table
  • Page

1. Phases and Areas for Self-Regulated Learning (Pintrich & Zusho, 2002) ................43 2. Summary of the ANOVAs Used to Answer Research Question 2 ..........................125 3. Rasch Principal Components of Item Residuals Results for All Items....................144 4. Rasch Principal Components of Item Residuals Results for the Willingness to
Communicate and Self-Efficacy Items.....................................................................145

5. Rasch Principal Components of Item Residuals Results for the Intrinsic Goal
Orientation for Listening, Intrinsic Goal Orientation for Speaking, Effort Regulation Strategy, and Metacognitive Self-Regulation Strategies Items .............147

6. Rasch Principal Components of Item Residuals Results for Effort Regulation
Strategies, Intrinsic Goal Orientation for Listening, and Intrinsic Goal Orientation for Speaking Items ................................................................................148

7. Rasch Principal Components of Item Residuals Results for the Effort
Regulation Strategies and Intrinsic Goal Orientation for Speaking Items ...............149

8. Rasch Principal Components of Item Residuals Results for the Metacognitive
During-Task Self-Regulation Strategies and Peer Learning Strategies Items .........151

9. Rating Scale Functioning for the 3-point Self-Efficacy Scale .................................154 10. Summary of the Rasch Statistics for the Self-Efficacy Items ..................................155 11. Rating Scale Functioning for the 4-point Willingness to Communicate Scale........159 12. Summary of the Rasch Statistics for the Willingness to Communicate Items.........160 13. Rating Scale Functioning for the 3-point Intrinsic Goal Orientation for
Listening Scale .........................................................................................................164

14. Summary of the Rasch Statistics for the Intrinsic Goal Orientation for
Listening Items.........................................................................................................165

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    1 Article Title The role of the first language in foreign language learning Author Paul Nation Bio: Paul Nation teaches in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. He has taught in Indonesia, Thailand, the United States, Finland, and Japan. His specialist interests are language teaching methodology and vocabulary learning. His latest book is Learning Vocabulary in Another Language published by Cambridge University Press (2001). The role of the first language in foreign language learning Paul Nation Victoria University of Wellington, New Zealand Second language use in the foreign language classroom needs to be maximised wherever possible, by encouraging its use and by using it for classroom management. However, research shows that the first language has a small but important role to play in communicating meaning and content. This role is important across all four strands of a course. In a well balanced foreign or second language course, there are roughly equal opportunities for learning through the four strands of 1 meaning focused input - learning through listening and reading 2 meaning focused output - learning through speaking and writing 3 language focused learning - learning through deliberate attention to language features 4 fluency development - learning through working with known material across the four skills at a higher than usual level of performance. 2 These strands require certain conditions to apply and these are outlined from a vocabulary perspective in Table 1 (Nation 2001). L2 use Research has shown that the first language of learners can play a useful role in some of these strands and the aim of this article is to look at some of this research and to clearly identify those parts of a language course where there is value in using the L1.
  • New Zealand Studies in Applied Linguistics

    New Zealand Studies in Applied Linguistics

    NEW ZEALAND STUDIES IN APPLIED LINGUISTICS VOLUME 23 (1) 2017 ALANZ APPLIED LINGUISTICS ASSOCIATION OF NEW ZEALAND NEW ZEALAND STUDIES IN APPLIED LINGUISTICS EDITOR Anne Feryok Anna Siyanova EDITORIAL ASSISTANT Karen McLean EDITORIAL BOARD Gary Barkhuizen (University of Auckland) Roger Barnard (University of Waikato) Helen Basturkmen (University of Auckland) Allan Bell (Auckland University of Technology) John Bitchener (Auckland University of Technology) Ian Bruce (University of Waikato) Catherine Elder (University of Melbourne) Dana Ferris (University of California) Janet Holmes (Victoria University of Wellington) Andy Kirkpatrick (Griffith University) Margaret Maclagan (University of Canterbury) Hedy McGarrell (Brock University) Shawn Loewen (Michigan State University) Paul Nation (Victoria University of Wellington) Bonny Norton (University of British Columbia) Rhonda Oliver (Curtin University) Donna Starks (La Trobe University) Gillian Skyrme (Massey University) Elaine Vine (Victoria University of Wellington) Cynthia White (Massey University) New Zealand Studies in Applied Linguistics is published by the Applied Linguistics Association of New Zealand (ALANZ). Contributions to the journal can be submitted in the form of articles, short reports and summaries, and book reviews. Manuscripts following the guidelines for contributors included with this volume should be sent to: Dr Anne Feryok or Dr Anna Siynaova [email protected] [email protected] Journal of the Applied Linguistics Association of New Zealand Inc. ISSN 2463-6444 © ALANZ NEW ZEALAND STUDIES IN APPLIED LINGUISTICS Volume 23 (1) 2017 Contents ARTICLES Tuhinga Māhorahora: Tracking vocabulay use in children’s writing in Māori Jeanette King, Mary Boyce & Christine Brown 5 Teacher beliefs on L1 use in multilingual classrooms: A New Zealand university language centre Cindy S.
  • Evidence-Based Teaching Changing Your Mind

    Evidence-Based Teaching Changing Your Mind

    English Language Learning Magazine CONTACT Evidence-based teaching August 2015 Changing your mind VOLUME 41, NUMBER 3, AUGUST, 2015 ISSN # 0227-2938 Teachers of English as a Second Language Association of Ontario www.teslontario.net/publication/contact-magazine - 1 - IN THIS ISSUE In this issue . 2 Calendar Editor’s Note . 3 September 18–20 The third world congress on Contact Magazine . 4 extensive reading (Dubai, UAE) September 19 BCTEAL: Bridging the Cultural Gap Articles in the EAL Classroom October 2 International Student Success Teaching research-based literacy skills . 5 Symposium Repeated Reading . 11 October 2–3 Ontario Modern Language Teachers Mentoring TESL Students . 16 Association Fall Conference Reflecting Effectively . 21 October 5 International World Teachers' Day Enhance Your Skills with 1-on-1 ESL Tutoring . 28 October 24 TESL Windsor’s Fall workshop Grit: It’s Role in Student Success . 32 October 29–31 TESL Canada Conference (Lake Louise) Changing Minds November 4–5 Educational Computing The role of the teacher in language teaching . 36 Organization of Ontario & the Ontario Association of School Because grammar (and cats) . 38 Business Officials Conference Finding the backbone of a text . 42 November 7 People for Education Annual Mastering the Skill of L2 Writing? . 44 Conference Pronunciation instruction . 47 November 8–14 ESL Week Finding the hidden curriculum . 50 November 12–13 TESL Ontario’s 43rd Annual Conference: “Expanding horizons: Drawing on Viva la Lingua Franca experience and knowledge” Pass The Cultural Hot Potato Part 2 . 52 November 18–20 York Region District School Board Conference Conference November 20–22 American Council on the Teaching of Foreign Languages; ACTFL Annual TESOL Ontario 2015 Conference .