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28Juntendo Journal of Global Studies, Vol. 1, (2016)relate with other items intended for the same sub-scale, the selection of the remaining items was pre-dominantly subjective. In the present study, I later noticed that I deleted items asking the participants about aspects other than self-regulation and particu-lar strategy uses, as well as complexly worded items. This experience tells me two issues. One, items could have been added in the item pool more carefully. Two, although it might be somewhat over-lapping, the SRC questionnaire should ask respon-dents about general tendencies on how they deal with situations, while traditional learning strategy questionnaires have simply asked L2 learners whether they use particular learning strategies that researchers assumed to be benecial. While most of the present study’s procedures were similar to the original study, I observed the data by computing the descriptive statistics before conduct-ing further statistical computations. I assumed look-ing at the order of the means at glance did not tell anything about the data; however, mean orders al-ready indicated me about the tendencies of the fo-cused population (e.g., higher scores on commitment control subscales) and possible weaknesses of the questionnaire (e.g., lower reliabilities of the emotion control subscales) that became signicant in the later stages of the item analysis. Thus, the initial level of statistics should not be ignored, as it would inform researchers about the next phases of item reduction. Thirdly, although half of the items in the present study were a rephrased version of the nal items of Tseng et al.’s SRCVOC questionnaire, some of the items turned to be unreliable in the present study. This could be related to differences in learner popu-lations and contexts (i.e., EFL learners in Taiwan and EAP graduates in a U.S. university) or learning domains (i.e., vocabulary learning and academic es-say writing). In the present study, it is assumed that many of the participants were quite motivated to learn their target language in a context where Eng-lish is regularly used, despite how some learners score lower than their peers. Also, as seen in the dif-ferences in subscale as well as scale means of SRC computed using the remaining 20 items, the gradu-ate students in this study scored much higher than undergraduate students in all areas. Reecting on these results, questions that should be investigated further would be (a) whether motivational SRC is robust individual learner trait or something that can be enhanced through appropriate strategy training; (b) whether motivational SRC is interrelated with other ID variables (e.g., personality and maturity); and (c) if self-regulation is identied as an ID vari-able, what approaches could be taken for weak or less self-regulated language learners. These should be explored in the next phase. Also, the question-naire could be evaluated in various contexts includ-ing US EAP programs, Taiwanese EFL contexts, or even in Japanese college EFL classrooms. Finally, in terms of the logistics of questionnaire administration, the online questionnaire has both advantages and constraints. By administering the questionnaire online, the present study was able to reach out to the graduates of the EAP program who already left the program. However, it did not ensure a high response rate. Furthermore, some technical issues occurred, which prevented me from drawing the respondents’ attention to the salient issues I wanted them to focus on. The choice between online and paper-based questionnaire might be an unavoid-able problem, but for the next phase, I would care-fully choose the media depending on how accessible I am to the intended participants for the study. 8. Conclusion Findings from the present study contribute to the existing knowledge about L2 learners’ motivational SRC as an ID variable and how this capacity is as-sociated with their task motivation, as suggested by Dörnyei (2001). Making a bridge between motiva-

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