外語自主學習量表建置

Developing and Validating a Foreign Language Learner Autonomy Scale

在外語學習領域，自主學習為近年經常被討論的主題。許多學者發現自主學習能夠有效地幫助學生的外語學習。然而，外語自主學習本身的定義與其架構至今仍然未有定論。為了幫助外語教學者以及研究者能夠有效地將自主學習訓練融入教學，研發一套外語自主學習評量工具為必要的任務。本研究目的在於為外語自主學習確定其定義與其架構，並且建置一套具有信度以及效度的英語為外語自主學習量表。本研究從大量文獻探討中歸納出四項主軸架構再針對此四主軸施以測試。試測樣本 為2，312名英語為外語學習者。施測結果經過因素分析發現英語自主學習事實上包含三個主要元素：動機，策略，以及後設認知。本研究根據測試結果將原來的題目 加以修改，並刪除信度與效度不理想的題目，最終成為包含21個題目之英語自主學習量表。

Although learner autonomy has been deemed as important in facilitating students’ foreign language learning， the definition and constructs of this concept are inconclusive. A valid assessment instrument is still needed in order to provide educators as well as researchers a useful tool in integrating learner autonomy into foreign language instructions. The authors intended to develop and validate a scale， and to identify the meaning and components of foreign language learner autonomy. From a literature review， four temporary constructs were first hypothesized. Also， because English is a popular foreign language to many countries in the world， the researchers chose English as the target foreign language in developing this scale. After a test with 2，312 EFL (English as a foreign language) learners， the results from a confirmatory factor analysis (CFA) showed that three constructs appeared to be robust in formulating EFL learner autonomy: motivation， strategy and metacognition. Finally， a 21-item EFL learner autonomy scale was validated， which may facilitate the development of autonomous learning in the field of EFL.