{"id":575,"date":"2018-07-17T15:05:55","date_gmt":"2018-07-17T06:05:55","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?p=575"},"modified":"2018-07-18T09:42:56","modified_gmt":"2018-07-18T00:42:56","slug":"scale-of-language-learner-autonomy-slla","status":"publish","type":"post","link":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/scale-of-language-learner-autonomy-slla\/","title":{"rendered":"Scale of Language Learner Autonomy (SLLA)"},"content":{"rendered":"<p><strong>Purpose:\u00a0<\/strong>To determine students\u2019 autonomy level.<\/p>\n<p><strong>Source:<\/strong>\u00a0<a href=\"http:\/\/www.innovationinteaching.org\/autonomyscale.docx\">http:\/\/www.innovationinteaching.org\/autonomyscale.docx<\/a><\/p>\n<p><strong><!--more-->Short description:\u00a0<\/strong><span style=\"font-weight: 400;\">A questionnaire of 32 questions to determine students\u2019 autonomy level, as well as a questionnaire with 8 (open) questions for teachers. The instruments were designed specifically for use in the Chinese higher education context (but could well be used outside of this). the instruments consider three elements of autonomy: learners\u2019 ability in self-management of their language learning; 2) learners\u2019 consciousness of and attitudes towards autonomy; and 3) autonomous learning practice.\u00a0<\/span><\/p>\n<p><strong>Sample question:\u00a0<\/strong><span style=\"font-weight: 400;\">Students are responsible for deciding their learning goals.<\/span><\/p>\n<p><strong>Paid or free:\u00a0<\/strong>Free<\/p>\n<p><strong>Reliability\/validity measures:\u00a0<\/strong><\/p>\n<p><span style=\"font-weight: 400;\">Reliability: <\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Cronbach\u2019s alpha = .949, considered to have an excellent level of internal consistency of the items in the global scale as well as in the three subscales.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Validity: <\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Cronbach\u2019s Alpha = .952 <\/span><\/li>\n<\/ul>\n<p><strong>Setting:\u00a0<\/strong>Instructed or managed<\/p>\n<p><strong>Stakeholder(s):\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Curriculum designer<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Administration office<\/span><\/li>\n<\/ul>\n<p><strong>Type of measurement:\u00a0<\/strong>Questionnaire<\/p>\n<p><strong>Possible uses:\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Curriculum design<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Learner plans <\/span><\/li>\n<\/ul>\n<p><strong>Ease of implementation:\u00a0<span style=\"font-weight: 400;\">Easy. 32 items, est. 10-15 min. <\/span><\/strong><\/p>\n<p><strong>Advantages:\u00a0\u00a0<\/strong><span style=\"font-weight: 400;\">It seems that it is easy to administer the survey and the items seem to be covering metacognitive strategies thoroughly. <\/span><\/p>\n<p><strong>Drawbacks:\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Self-report<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">There are some technical terms such as monitor, evaluate, learning outcomes that students may know the literal meanings but not the concepts behind it. What they really mean should be taught before they take the survey.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Question 1-4 use different phrasing compared to others. I could be rephrased in first person to make them consistent. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">There are some items that use future tense \u201cwill\u201d and they may confuse students as for whether the survey is asking about general habits \/ ideal behavior or what they actually do now.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Some items are about task management whereas some are about learning process\/habit management. It is not clear which one the survey is trying to measure.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">There are two components (students\u2019 and teachers\u2019 questionnaires), which may take longer to compile data for an individual student.<\/span><\/li>\n<\/ul>\n<p><strong>Studies this has been used in:\u00a0<\/strong>Lin &amp; Reinders (2017).<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Purpose:\u00a0To determine students\u2019 autonomy level. Source:\u00a0http:\/\/www.innovationinteaching.org\/autonomyscale.docx<\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,10,4,3,7],"tags":[],"class_list":["post-575","post","type-post","status-publish","format-standard","hentry","category-autonomy","category-awareness","category-questionnaire","category-self-determination-theory","category-self-regulation"],"_links":{"self":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/575","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/comments?post=575"}],"version-history":[{"count":4,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/575\/revisions"}],"predecessor-version":[{"id":639,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/575\/revisions\/639"}],"wp:attachment":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/media?parent=575"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/categories?post=575"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/tags?post=575"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}