Measuring academically oriented high school students' motivation to learn English using item response theory analysis: The Japanese EFL context
Measuring academically oriented high school students' motivation to learn English using item response theory analysis: The Japanese EFL context
Date
2015
Authors
Takahashi, Chika
Im, Seongah
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
This study was conducted primarily to examine the scale intended to measure academically
oriented high school students’ motivation to learn English within self-determination theory
by utilizing item response theory (IRT), and secondly to capture it with a sample of
Japanese high school students. Although high school students have not been the focus in the
majority of second language (L2) motivation studies in Japan, they constitute an area
worthy of inquiry, given their short-term goal of passing entrance exams and the long-term
goal of nurturing L2 communicative competence. In order to examine the scale measuring
academically oriented high school students’ L2 motivation and to capture its structure, a
questionnaire was administered to 273 high school students. In analyzing the data, the
graded response model, an IRT model for polytomous responses, was applied. Analyses
indicated that identified regulation, a type of internalized extrinsic motivation, was relevant
and seemed to play an important role for the participants. The psychometric quality of the
scale items were presented using functions of the IRT model. Implications and suggestions
were discussed.
Description
Keywords
Citation
Extent
32 pages
Format
Geographic Location
Time Period
Related To
Table of Contents
Rights
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.