順天堂グローバル教養論集第一巻20160325
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19Motivational self-regulatory capacity in L2 writingother words, they are interested in the process where individual L2 learners use strategies in order to ac-tively learn and to achieve their target language at-tainment. About a decade ago, Tseng, Dörnyei, and Schmitt (2006) developed a questionnaire to assess Taiwan-ese EFL learners’ capacity to self-regulate their mo-tivation in vocabulary learning, calling it the ‘‘Self-regulating Capacity in Vocabulary Learning Scale’’ (SRCVOC). The questionnaire was designed based on Dörnyei’s (2001) theoretical framework of self-motivating strategies, and the scale was validated in three study phases. By recording the procedures for questionnaire validation, the authors suggested that other researchers should develop similar scales for different language learning domains. Responding to Tseng et al. (2006), this study rep-licates their scale design and validation processes by choosing L2 academic essay writing as the domain and develops a questionnaire that evaluates motiva-tional SRC for English as an additional language students in a U.S. college English for Academic Purposes (EAP) program. While writing teachers often coach L2 learners to use various learning strat-egies, the ultimate outcome greatly depends on how individual learners use these strategies beyond their writing courses. Understanding SRC is therefore benecial to teachers and researchers, especially when they want to use effective strategy training to help learners become more autonomous.2. Literature Review2.1. Self-regulation, strategies and mo-tivation While self-regulation has been widely discussed among educational psychologists with socio-cogni-tive perspectives (Bandura, 2002), it is still a rela-tively new ID variable in SLA (Dörnyei, 2005; Dörnyei & Skehan, 2005). Although socio-cultural perspectives criticize self-regulation as the sole level of regulation (Lantolf & Thorne, 2007), self-regulation seems to have gained increased interest due to the paradigm shift from learning strategies to motivation in ID research (Dörnyei, 2005). In L2 learning strategies literature, it is often re-ported that strategies successful learners choose are different from those chosen by weak learners (e.g., Chamot, 2001; Mitchell & Myles, 2004). However, Cotterall (1995, 1999) suggests that due to ongoing experiences, learners may change their learning strategies when they are cognitively ready. Simi-larly, Victori and Lockhart (1995) noted how weak learners’ misconceptions or faulty beliefs about learning lead to their unsuccessful learning out-come. Here, language teachers’ role is to provide learners with sufcient training to use learning strat-egies for their needs, but L2 learning strategy re-searchers did not address how learners’ cognitive readiness or potentials could be enhanced or how their misconceptions could be removed. On another front of ID research, some researchers have proposed strong connections between learning strategies and motivation including desire, effort, and satisfaction. With strong motivation, learners would engage in autonomous learning to achieve their goal by choosing strategies that best t their learning styles; this may eventually lead the learners to be more independent, successful, and autonomous (Gardner & MacIntyre, 1993). In relation to this, Oxford and Nyikos (1989) pointed out the recipro-cal relationship between motivation and learning strategies, noting that high motivation leads to in-creased usage of L2 learning strategies. In line with these insights, motivation research also experienced a paradigm shift. While traditional motivation re-searcher tried identifying individual learners’ moti-vation as a product (Gardner, 1985), recent motiva-tion researchers largely try to understand the processes where L2 learners become and stay moti-vated in order to acquire their target languages

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