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
| dc.contributor.author | Takahashi, Chika | |
| dc.contributor.author | Im, Seongah | |
| dc.date.accessioned | 2020-05-12T20:36:53Z | |
| dc.date.available | 2020-05-12T20:36:53Z | |
| dc.date.issued | 2015 | |
| dc.description.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. | |
| dc.format.extent | 32 pages | |
| dc.identifier.uri | http://hdl.handle.net/10125/67825 | |
| dc.language.iso | en-US | |
| dc.title | Measuring academically oriented high school students' motivation to learn English using item response theory analysis: The Japanese EFL context | |
| dc.type | Working Paper | |
| dc.type.dcmi | Text |
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