Validating a motivational self-guide scale for language learners

Abstract

The aim of the current study was to develop and validate a new instrument that taps into learners' self-image as a means of exploring language motivation, which plays a pivotal role in sustaining language learners' efforts. A critical review of the literature revealed that the current measures of the second language (L2) self-guide instruments in language learning motivation research suffered from either under-representativeness of the ought-to L2 selfothers or weak validity of the ideal L2 selfown. Since multilingualism has become more salient in foreign language education, it was necessary to develop a measurement that could better reflect self-imagery which was both plausible and relevant in foreign language contexts. This study utilized four scales in total that tapped into the targeted latent constructs: ideal L2 selfown, ideal L2 selfothers, ought-to L2 selfown, and ought-to L2 selfothers. Two independent samples recruited from Taiwanese college students were employed in the study. After an item-pool was developed through interviewing and piloting, each subscale was comprised of 4 items, totaling 16 items for formal model testing. The formal model testing involved three phases. Phase I conducted an exploratory factor analysis to explore the possible dimensions using the first sample. Phase II proceeded with a series of confirmatory factor analysis (CFA) on the eight hypothesized models using the second sample. Phase III also relied on the second sample and further examined the item fit performance by using the multidimensional Rasch model. The results of formal model testing confirmed the validity and reliability of a 4-factor correlated model, as well as the fit performance of the finalized scale items, and thus lent strong empirical support to Higgins's theory regarding the inner structure of future self-guides. It is suggested that the new L2 self-guide scale can be adopted and applied to future L2 and languages other than English motivational research.