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181. Introduction The language learning strategies literature popu-larized in the 1990s was associated with second lan-guage (L2) learners’ success when using particular strategies. In the last decade, second language ac-quisition (SLA) researchers gradually shifted focus from strategies to a new individual difference (ID) variable called self-regulatory capacity (SRC). SRC is dened as individual learners’ ability to autono-mously control their own learning for positive con-sequences; it is also considered the driving force that connects learner motivation to their actual learning strategies use (Dörnyei, 2005; Dörnyei & Skehan, 2005; Ehrman, Leaver, & Oxford, 2003). In  Original Article Motivational Self-regulatory Capacity in L2 Writing: Developing a Student Questionnaire in a College English for Academic Purposes ProgramJunko IMAI1)*Abstract Replicating Tseng, Dörnyei & Schmitt’s (2006) questionnaire development process of ‘‘Self-regulating Capacity in Vocabulary Learning Scale,’’ the present study develops a questionnaire instrument that assesses motivational self-regulatory capacity (SRC) in sec-ond language (L2) writing. The questionnaire was designed based on Dörnyei’s (2001) self-motivating strategies framework; it was also validated and evaluated in three phases by collaborating with English as an additional language students in a U.S. college-level English for Academic Purposes (EAP) program. Items were rst gathered in an item pool based on the literature and the written re-sponses from a focus-group free-writing session. The original questionnaire was piloted with 58 former EAP students in the second phase. The number of items was reduced from 40 to 20 after the item analysis. As preliminary results, the present study describes the motivational SRC among former EAP students and discusses issues surrounding motiva-tional SRC’s construct for this academic writing context. With careful reection of the two phases reported in this study, the initial proposal was revised for the third evaluating phase of the newly developed instrument. Key wordsL2 writing, Individual differences, Motivational self-regulatory capacity, Questionnaire development Juntendo Journal of Global Studies, Vol. 1, pp. 18–31 (2016)1)Faculty of International Liberal Arts, Juntendo University (Email: j-imai@juntendo.ac.jp)*Corresponding author: Junko IMAI 〔Received on October 9, 2015〕〔Accepted on January 8, 2016〕

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