Faculty of Education, University of Macau, Macao, China.
PLoS One. 2020 Oct 29;15(10):e0240094. doi: 10.1371/journal.pone.0240094. eCollection 2020.
This article reports the development and validation of an instrument, the Technology-Based Self-Regulated English Learning Strategies Scale (TSELSS), in terms of its multifaceted structure of self-directed use of technology in English learning among Chinese university EFL students. TSELSS was developed through a three-phase process, focusing on the domain of self-regulated English learning in technology-assisted conditions. The first phase involved the generation of an item pool, the second a pilot study (N = 164) aimed at identifying the factor structure of TSELSS using exploratory factor analysis, and the third an examination of the psychometric properties of the revised TSELSS using confirmatory factor analysis with another independent sample of students (N = 525). Furthermore, the concurrent validity of TSELSS was investigated through correlations with students' English language self-efficacy and English learning outcomes. The final version of the scale is made up of five types of technology-based self-regulated English learning strategies: motivational regulation strategies, goal setting and learning evaluation, social strategies, technology-based English song and movie learning, and technology-based vocabulary learning. The TSELSS can be used as an evaluation tool to appraise EFL students' technology-based self-regulated English learning experience, and as a research tool to investigate more associations between technology-based self-regulated strategic English learning and other contextual and learner individual factors.
本文报告了一种工具的开发和验证，即基于技术的自主英语学习策略量表（TSELSS），该工具针对中国大学非英语专业学生在技术辅助条件下自主使用技术进行英语学习的多方面结构。TSELSS 通过三个阶段的过程开发而成，重点关注技术辅助条件下自主英语学习的领域。第一阶段涉及项目池的生成，第二阶段是一项试点研究（N=164），旨在使用探索性因素分析确定 TSELSS 的因素结构，第三阶段是使用另一组独立的学生样本（N=525）进行验证性因素分析，以检验修订后的 TSELSS 的心理测量特性。此外，还通过与学生的英语语言自我效能感和英语学习成果的相关性来研究 TSELSS 的同时效度。该量表的最终版本由五种基于技术的自主英语学习策略组成：动机调节策略、目标设定和学习评价、社会策略、基于技术的英语歌曲和电影学习以及基于技术的词汇学习。TSELSS 可作为评估工具来评估 EFL 学生基于技术的自主英语学习体验，也可作为研究工具来研究基于技术的自主策略性英语学习与其他情境和学习者个体因素之间的更多关联。
