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(1)LearnerAutonomyandEnglishLanguageProficiency: AnExplorationamongNon-EnglishMajors ataJapaneseUniversity. EtsukoShimo. Abstract Thisstudyexploredthefollowingresearchquestions:Arethereanydifferencesin thelevelofself-perceivedlearnerautonomydependingonthestudents'proficiencylevel? Ifso,whatdifferencesarethere?Aself-reportquestionnairewasdevelopedinorderto gatherdataaboutstudents'learnerautonomylevels.Thequestionnaireresponseswere collectedfrom106non-EnglishmajorsataJapaneseuniversityinthe2007fallsemester. Inadditiontothequestionnaireresults,proficiency-testscoresofthestudentswereused fortheanalysisinthestudy.Theanalysissuggeststhefollowingpoints:1)Thereare twofactorsinlearnerautonomymeasuredbythequestionnaire:"orientationtowards improvinglearningenvironment"and"orientationtowardsreflectivelearning."2)The ". orientationtowardsreflectivelearning"seemstobeabetterpredictionoflearners'. higherproficiency.3)Inadditiontoproficiencylevel,anumberofvariablesappearto explaindifferencesinthestudents'learnerautonomylevel,includingstudents' motivation,learningobjectives,interestinlanguagelearning,andclassatmosphere.. 1.Introduction 1.1Background Amajorgoalformanylanguageeducationpractitionersandresearchersishelping studentstobecomeautonomouslearners(e.g.,Benson,2001;Benson&Voller,1997; Little,1991).Little(1991,p.2)claimedthatlearnerautonomyhadgainedagreatdeal ofattentioninlanguageeducationfieldsduringthe1970sand1980s.Inlanguage educationinJapan,ontheotherhand,itseemsthat"learnerautonomy"begantobe. 一153一.

(2) 近畿大学語学教育部紀要8巻2号(2008・12). discussedwidelyonlyafter1990,althoughthetermjiritsuwastreatedasanimportant. conceptineducationingeneral,asareoftenseeninmanyhighschools.. Interestingly,anumberofJapaneseresearchersthesedaysprefertousetheterm. ootonoiniiasaloanwordinJapanese(inkatakana)ratherthanjiritsu(sei).Forexample,. Aoki(1996)arguedthat/iritsuoftenmeansfollowingrulesandcouldimplynegative. connotationofcontrollingone'sbehavioragainsthisorherwillingness,while. autonomouslearningmeansthatlearnerstrytomanagetheirownlearningprocessesto. constructtheirknowledgeandskillsbycooperatingandnegotiatingwiththeirpeers. andteachersandotherresources.Withsuchargumentsinthebackground,thekatakana. termootonomiiisacceptedmoreandmoreamongacademia,althoughitstillremainsas. academicjargonindaytodayJapanese.Suchchangesreflecttheincreasedinterestin. learnerautonomyinlanguageeducationinJapan.. OneofthemostwidelyreadmagazinesamongEnglishteachersinJapan,. Eigokyouiku[TheEnglishTeaches'Magazine]finallyfeatured"learnerautonomy"inits. February2008issue(Eigokyoiku,2008,February).Onthefirstpageofthefeature. articlessection,thetwowords,jiritsuandootonomiiwereconnectedwithanequalsignas. in"gakushushano[learners']jiritsusei"_"gakushuusha[learner]ootonomii"(p.9).Some. authorsintheissueusedthetermjiritsu,whileothersusedootonomii.Infact,in. textbooksandeveninresearchrelatedbookspublishedinJapan,availableforthe. averagereader,thetermjiritsuisoftenusedinterchangeablyasootonomii.Inthe. interestofclarity,Iwillusetheterm"autonomy"inthispaper,whethertheoriginal. wordwaswrittenasjiNitsuorootonomiiinJapanese.. Aslearnerautonomyhasgainedincreasingattentioninrecentyears,theneedfor. studyskillstraininghasalsobeguntobeemphasizedmoreinJapan.Learner. autonomyisoftenmentionedasanimportantaspectforlearning,andtheemphasisin. educationisputonlearnerslearninghowtolearn(i.e.,studyskillstraining).Inthe. pastdecade,moreandmoreuniversitiesinJapanhavestartedtoprovideseminars. aboutacademicstudyskillsinwhichstudentslearnhowtostudy(e.g.,researchskills,. presentationskills,paperwritingskillsattheuniversitylevel).Suchcoursesareoften. 一154一.

(3) LearnerAutonomyandEnglishLanguageProficiency. calledkisoze〃ai(basicseminars)whosepurposeistointroducestudentstoacademic. studyenvironmentandtofacilitatetheirbasicacademicliteracy,includingknowledge. andskillsnecessaryforuniversity-levelacademicstudy.Underlyingthissituationis. theimportanceoffacilitatingautonomouslearningbyencouragingstudentstotake. initiativesbymonitoringandmanagingtheirownlearningprocesses.. IntheEnglishlanguageeducationfield,strategyinstructionhasgainedmore. attentioninrecentyears,sincestrategyuseisoftenconsideredtoplayapartof. facilitatinglearnerautonomy.In1994RebeccaOxford'sbookonlanguagelearning. strategies(Oxford,1990)wastranslatedintoJapanese,butitisonlyaftertheturnof. themillenniumthattheterm"strategy"begantoappearmorefrequentlyinpractical-. levelteachingandlearningmaterialsinEnglisheducationinJapan."Howtostudy"or. effectivelearningmethodsandtoolshadalwaysbeenacommonconcernforlanguage. learnersandteachers,buttheyseemstohaveremainedasself-instructedlearning. methodsandtools.Asrecentlyas2005,DaigakuEigoKyoikuGakkaiGakushu. SutoratejiKenkyukai(LearningStrategyStudyGroupofJapanAssociationofCollege. EnglishTeachers:JACET-LSSG)(2005)claimedthatstrategyinstructionshadnot. widelyspreadinJapan.However,finallyinthelastfewyears,moreandmoreEnglish. languagetextbookswithspecificstrategyinstructionshavebeenpublished.JACET-. LSSG(2006)summarizedusefulstrategiesforlanguagelearnersandprovidedsample. teachingmaterialsforexplicitinstructionsoflearningstrategies.Theword"strategy". seemstobeusedevenasabuzz-wordamongEnglishtextbookpublishers.Atthesame. time,theimportanceoflearnerautonomyinlanguagelearningisemphasizedinstrategy. instruction.Manysuchstrategyinstructionsactuallyaimtopromotelearnerautonomy.. Thus,learnerautonomyhasgainedattentionindifferentformsinvariousaspects. ofeducation.Ontheotherhand,teachersseeallkindsoflearners,includingthosewho. seemveryhighlymotivated,interested,andself-regulatedandthosewhoareeasily. distractedandloseconcentration,thosewhohavevisionsandgoalsinlearningand. thosewhohavehardtimefindingthepurposeinlearning.Thepresentstudyexplored. individualdifferencesasreflectedinstudents'self-reportedlearnerautonomylevels.The. 一155一.

(4) 近畿大学語学教育部紀要8巻2号(2008・12). purposeofthestudyistoexaminethefactorsofstudents'self-reportedlearner. autonomylevelcollectedthroughaquestionnairesurveyamongJapaneseuniversity. students,andtocomparedifferencesamongdifferentgroupsofstudentswhowere. dividedaccordingtotheirproficiencylevels.. 1.2Definitionoflearnerautonomy. Learnerautonomyhasbeendefinedandexplainedinvariouswordsbymany. researchers.Little(1991,p.4)andHolec(1981,p.3)claimedthatautonomyisnota. single,easilyexplainedbehaviour,buta"capacity."Holecdefined"autonomy"inthe. contextoflanguagelearningis"theabilitytotakechargeofone'sownlearning."Then,he. explained:"[T]otakechargeofone'slearning"istohave,andtohold,theresponsibility. forallthedecisionsconcerningallaspectsofthislearning,i.e.:. determiningtheobjectives; ‐definingthecontentsandprogressions;. ‐selectingmethodsandtechniquestobeused;. monitoringtheproceduresofacquisitionproperlyspeaking(rhythm,time,place,. etc); ‐evaluatingwhathasbeenacquired. .(p.3). CitingtheabovedefinitionbyHolec(1981),Little(1991)concurredthatsuch. capacityshouldbedevelopedwithhelpfromexperts,withtheteacher'shelp.Later,. Little(2004)arguedthat"beingautonomousmeansdoingthingsforourselves,being. self-governing,self-managing,self-regulating"(p.17),whileemphasizingthatlearner. autonomycanbe,orrather,shouldbedevelopedincooperationwithotherlearners,an. ideawhichmanyotherresearchershaveagreed(e.g.,Dam,2001;Murphey&Jacobs,. 2000).. Thus,learnerautonomyhasoftenbeenassociated,explainedorevendefinedwith. theword"responsibility"andwithotherwordsindicatingmorespecificactions,such. as"choices,""reflection,"and"evaluation."Thesethreekeywords,"choices,""reflection,". and"evaluation"wereconsideredtodefinelearnerautonomyforthepresentstudy.In. 一156一.

(5) LearnerAutonomyandEnglishLanguageProficiency addition,Sheerin'ssixfactorsaboutindependentlearningweretakenintoaccount: Dispositionandabilitiesto(a)analyseone'sownstrengths/weaknesses,languageneeds, (b)setachievabletargetsandoverallobjectives,(c)planaprogrammeofworktoachieve theobjectivesset,(d)exercisechoice,selectmaterialsandactivities,(e)workwithout supervision,and(f)evaluateone'sownprogress(Sheerin,1997,p.57). Independentlearningisnotthesameasautonomouslearning,andSheerin's discussionfocusedonself-accessandindependentlearningratherthanautonomous learning.However,wecanassumethatthetwolearningapproacheshavesomefeatures incommon,aswecaninferfromherexplanationaboutwhyself-accessfacilitiesshould beprovided:Sheerin(1997)claimedthatitisimportanttopromote"independent learning,whichinvolveslearnerstakingresponsibilitiesfortheirownlearninganddeveloping effectivelearningstrategies"(pp.55-56)[emphasisaddedbytheauthor]. Furthermore,indiscussinglearnerautonomy,additionalresearchaboutmetacognitiveabilitiesandsuccessfullanguagelearningshouldnotbeoverlooked.Previous studiessupporttheconclusionthatmeta-cognitiveabilitiesplayanimportantrolein successfullearning(e.g.,Chamot,Barnhardt,El-Dinary,&Robbins,1999;Wenden, 1991).Learnerautonomyandmeta-cognitiveabilitiessharecommonpoints:Metacognitiveabilitiesmeansabilitiestocontrolandmanageone'sownlearningprocesses, whilelearnerautonomycanbedefinedasattitudesandabilitiesorcapacitytodoso. Consideringthesedefinitionsandexplanationsoflearnerautonomy,learner autonomyhasbeendefinedforthepresentstudyasthecapacitytotakeresponsibility inone'sownlearning.Morespecifically,learnerautonomyisthecapacityto(a)set learninggoals,(b)planone'sownlearning,(c)chooselearningmaterials,(d)reflectupon one'sownlearning,and(e)toevaluateone'sprogressandgrowth.. II.ResearchQuestions Thefollowingquestionswerepreparedforthepresentstudy: (1)Arethereanydifferencesinthelevelofself-perceived dependingonthestudents'proficiencylevel?. 一157一. learnerautonomy.

(6) 近畿大学語学教育部紀要8巻2号(2008・12). (2)Ifso,whatdifferencesarethere? Thepresentstudyhypothesizedthatmoresuccessfullearnersorhigherproficiencylevel learnerswouldshowhigherlevelsoflearnerautonomy.. 皿.ResearchMethods. Thepresentstudyiscomposedoftwostudies:apilotstudyandthemainstudy.. Thepilotstudywasconductedforthepurposeofdevelopingavalidquestionnairefor. useinthemainstudy.Therefore,theresultsofthepilotstudywillbereportedinthis. sectionaboutquestionnairedesign,followedbyanexplanationaboutdatacollectionand. analysisinthemainstudy.. 3.1Questionnairedesign Questionnairequestionswerecreatedconsideringthefivefactorsinlearner autonomydefinedforthepresentstudy.Indesigningthequestionnaire,thefirsttwo factorsofthefive(capacitytosetlearninggoalsandtoplanone'sownlearning)were consideredasonefactorbecausebothwerecloselyrelatedtomonitoringlearning processesthemselves.Thelasttwo(capacitytoreflectuponone'sownlearningandto evaluateone'sprogressandgrowth)arecloselyrelatedtoeachother,sincelearners evaluatetheirlearningprogressbyreflectingonwhattheyhavebeenengaged.The thirdfactor(capacitytochooselearningmaterials)alsoinvolvesreflectionand evaluationelementsbecauselearnershavetoanalyzeandcomparetheeffectsofthe learningmaterialstobeabletochooseproperlearningmaterials.Ontheotherhand, theactofchoosinglearningmaterialsimpliesenhancinglearningopportunitiesbeyond whattheteacherprovidesthroughclassactivities.Also,learningoutsidetheclassroom isconsideredimportantinautonomouslearning,astheideaisthatlearnersshouldbe abletolearnontheirown,withouttheteacher'shelpeventually. Thus,thefivefactorswerere-categorizedintofour:a)settinggoalsandplanning learningprocesses,b)evaluationoflearningwaysandtools,c)evaluationofone'sown languageabilities,andd)creatinglearningopportunities.Threetofiveitemswere. 一158一.

(7) LearnerAutonomyandEnglishLanguageProficiency createdforeachfactor,makingaquestionnaireof17itemsintotal.Allitemswereto beansweredinonetosixLikert-scaleresponses,Response"1"meaning"Idon'tthink soatall"andResponse"6"meaning"Ithinksostrongly."Thissix-pointLikert-scale stylewasusedbothinthepilotstudyandinthemainstudyforalltheitemsinthe questionnaires.(Forthepilotstudyquestionnaire,seeAppendixAandB.) Thequestionnairewasgivento54non-Englishmajorfirst-yearuniversitystudents (25JapaneseLiterature,Art,orHistorymajorsinSchoolofLiterature,Arts,and CultureStudies,and29BusinessAdministrationmajorsinSchoolofBusiness Administration)attheverybeginningofthefallsemesterin2007asapilotstudy beforethepresentstudywasconducted(seeFigure1).Thestudentsinthemainstudy weredifferentfromthoseinthepilotstudy,sothepilotquestionswouldhaveno influenceonthestudentsinthemainstudy.Thestudentsinthepilotstudyandinthe mainstudysharedsimilarbackgrounds,however:Theywerestudentsofthesame universityandweretakingthesameEnglishcoursewithadifferentinstructorinthe samesemester. Thedatafromthepilotstudywerefactoranalyzed(principalcomponentsanalyzed) byusingSPSS15.0.TheKaiser-Meyer-Oklinvaluewas.73,andtheBarlett'sTestof Sphericityreachedstatisticalsignificance,supportingthefactorabilityofthecorrelation matrix.Theresultsofprincipalcomponentsanalysisindicatedtheexistenceofthree factorsratherthanfour,asshowninTable1.Thethreefactorsweretentatively labeledas"orientationforreflectingonlearningprocesses(Factor1),""orientationfor enhancinglearningopportunities(Factor2),"and"orientationforreflectingon languageabilities(Factor3)."Toaidintheinterpretationofthethreefactors, Varimaxrotationwasperformed.Thethreefactorsolutionexplainedatotalof57.25 percentofthevariance.TenitemsloadedontoFactor1,fiveontoFactor2,andtwo ontoFactor3(Table1).Thesizeofthestudyparticipantswasnotbigenoughfor generalization(n=54),buttheanalysiswashelpfultoindicategeneraltrendsinthe dataandwhichitemsneededrevision. Theresearcherrevisedthequestionnairequestionsforthemainstudybyexamining. 一159一.

(8) 近畿大学語学教育部紀要8巻2号(2008・12). theseresultsfromthepilotstudy.Forexample,Item16waseliminatedbecauseit. containedtwodifferentaspectsoflearningprocesses(i.e.,takingtestsanddoing. practicalactivities)andthefactorloadingfiguresimpliedthatitseemedtobeconfusing. toresponders(Dornyei,2002/2006).Itemlwasalsoeliminated;Cronbach'salphawas.89. forFactor1,anditwouldhavenothavechangedifItemlwasdeleted,whileforeachofthe. restoftheitems,Cronbach'salphaforFactorlwouldhavebeenloweredifdeleted.. FournewquestionswerecreatedforFactor3,astherewereonlytwoitemsloading. ontothisfactor.Thenewquestionswere"IusuallythinkwhyIdidsowhenImade. mistakesinEnglishexercises,"and"IamusuallyawareofwhatEnglishskillsIam. goodat(e.g.,readingcomprehension,grammar,listening,etc.),""Iamusuallyaware. ofwhatEnglishskillsIampoorat(e.g.,readingcomprehension,grammar,listening,. etc.),"and"IamusuallywillingtotaketestssuchasTOEICandSTEPtestsinorder. toknowmyownEnglishproficiency."Finally,somewordswereaddedtomakethe. meaningoftheitemsclearer.Forexample,theword"English"wasaddedbefore " quizzes"inItem5.Also,"teachingmaterials"(ltem11)wasnotanappropriate. expressionfromstudents'viewpoints,andsothissentencewaseliminated.Thus,five. tosevenitemswerepreparedforeachofthethreefactors,makingaquestionnaireof. eighteenitemsintotalforthemainstudy.(Forthemainstudyquestionnaire,see. AppendixCandD.). Pilotstudy. 0. 0. Figure1.. 0. (4)Questionnaire(5)Mainstudywith106first-year O questlonsrevlslonuniversitystudents Questionnairesurvey:Thepilotstudyincludedprocedures(1),(2),and(3),and questionnairewasdeveloped(4)basedonthepilotstudyresultsforthemainstudy(5).. 一160一.

(9) LearnerAutonomyandEnglishLanguageProficiency. Table1.. P'10'3畷. ソ'Factor五. 〇adings加. 〃2P崩. ⑫. α1Components肋. Communalities,Eigenvalues,and. α加ZS'. PercentagesofVariance(n=54). M. 2 3 4 15.. 7 10. 17.. 16.. 5 8. Eigenvalues. .79. .20. .07. .66. 2.89. 1.14. .75. .oz. .20. .61. 3.15. 1.31. .72. .01. .18. .56. 3.56. 1.37. .68. .07. .27. .55. 3.37. 1.32. .66. .21. .10. .49. 1.45. .66. .38. .15. .60. 1.03. .65. .21. .28. .55. 3.83. 1.44. .60. .34. .24. .54. 2.98. 1.29. .54. .49. 一. .18. .56. 4.13. 1.23. .53. .18. 一. .03. .31. 2.37. 1.20. .21. .78. .ol. .65. 2.00. 1.21. .07. .75. .02. .56. 2.74. 1.33. .29. .64. .10. .51. 2.02. 1.07. 1'. .62. .56. .71. 3.00. 1.12. .32. .44. .43. .48. 3.65. 1.46. .29. .04. .84. .79. 4.33. 1.24. .20. .14. .74. .61. ・. ofvariance Notes.. 1.30. 3 6 2. 1 14.. F3 a.70. 3.06. コ. ∩ヲ 90 1. 12.. F2 a.74. 4 0 3. 11.. F1 α=.89. サ. 6. Iusuallysetgoalsonmyownabout studyingEnglish. Iusuallyhaveaplanabouthowto studyEnglish. IusuallystudyEnglishbyusing learningmaterialsofmyownchoice. Iusuallythinkwhethermylearning materialsanddictionariesareusefulor not. Iusuallythinkwhethermywayof studyingiseffectiveformeornot. Iusuallytrytoseekforteaching materialsappropriateforme. IusuallyplanmyEnglishstudying. IusuallythinkwhatkindsofEnglish abilitiesIwanttoimprove.(e.g.,reading comprehension,...) Iusuallymakeeffortstoknowmy Englishabilities.(e.g.,speakingwith nativespeakersofEnglish,...) Iusuallythinkaboutwhatkindsof EnglishabilitiesIampoorat.(e.g., readingcomprehension,...) IamusuallywillingtoreadinEnglish; forexample,IreadEnglishnewspapers andbooks. IamusuallywillingtowatchEnglish TVprogramsand/ortolistento Englishradioprograms. IusuallytrytobeintouchwithEnglish outsidetheclass. IamusuallywillingtowriteinEnglish; forexample,Ikeepadiaryorwrite emailinEnglish. IamusuallywillingtotrymyEnglish abilitiesbytakingtestsorbydoing practicalactivities. Iusuallylookbackatmymistakesin quizzes. IusuallycheckwhatIdon'tunderstand inmyhomeworkinsomeway.(e.g., lookingupinstudyguides,...). sD. 2 乃. Items. 28.04. 一. 1.95. 1.51. 16.72. 12.49. Varimaxrotationwasperformed.Boldfaceindicateshighestfactorloadings.h2= communalities,FIFactor1(orientationforreflectingonlearningprocesses),F2 Factor2(orientationforenhancinglearningopportunities),F3=Factor3(orientationfor reflectingonlanguageabilities).. 一161一.

(10) 近畿大学語学教育部紀要8巻2号(2008・12). 3.2Datacollection:studentsandteachingcontext. Therevisedquestionnairewasgiventonon-Englishmajorsinthreeclasses(Class. A,ClassB,ClassC)taughtbytheresearcheratthebeginningofOctober,2007,inthe. secondorthethirdweekofthesemester.Outof107registeredstudents(30,37and40. registeredstudentsineachclass),questionnaireresponseswerecollectedfrom106. studentsintotal.Thesurveywasdoneattheendofaclassmeeting,andallstudents. attendingtheclassonthedaycooperatedforthesurvey.. Table2belowsummarizesthedescriptionofthethreeclasses.Allthestudents. werefirst-yearuniversitystudentsin"EnglishSeminarII."Twogroupsofstudents. wereScienceEngineeringmajors,andtheotherwasBusinessAdministrationmajors.. Thestudentswereassignedintoeitherofthetwodifferentproficiencylevelclasses. (higherorlower),accordingtotheresultsoftheproficiencytestsattheendoftheprevious. semester,abouttenweekspriortothemainstudy.Theproficiencytestsconsistedof. 65TOEICtypesofquestionsincludingreadingandgrammar,andlisteningquestions.. Courseactivitiesof"EnglishSeminarII"includedreadingandlisteningexercisesthat. sharethesametypesofquestionsasTOEIC,andpairandgroupactivitiesinwhich. studentsworkedonsentenceanddialoguecreationandreadingaloudtasks.. Theclassmettwiceperweek,ninetyminuteseach,forfourteenweeks.Thehigher-. leveltextbookwasusedforthehigher-levelclass,andthelower-leveltextbookofthe. sameserieswasusedforthelower-levelclass.Bothtextbooksweredevelopedinorder. tofacilitatefourlanguageskillsinanintegrativeandcomprehensivefashionwhile. mainlyfocusingonTOEIC-typequestionpractices.Thelower-leveltextbookwas. designedforlearnersaimingforTOEIC500to600,andthehigher-leveltextbookfor. learnersaimingforTOEIC600to700.. Moreover,103studentsoutofthe106students(29,35,and39studentsinClassA,. B,andC,respectively)tookaTOEICtypeofproficiencytest(called"themid-semester. test"hereafter)attheendofOctober,2007,duringthesemesterofthestudy.Twoof. the29studentsinClassAwerelateforthetestperiodbyoverthirtyminutes,sotheir. scoreswereeliminatedfromthedata.Therestoftheresultsfromthistest,101. 一162一.

(11) LearnerAutonomyandEnglishLanguageProficiency students'testscores,wereusedforanalysisforthemainstudyinadditiontothe questionnaireresponsesfrom106students.. Table2.ThreeClassesfortheMainstudy ClassA. Proficiencylevel Major Textbook. ClassB. ClassC. Lower. Higher. Lower. Business. Science. Science. Administration Lower-level. Engineering Higher-level. Total. Engineering Lower-level. Studentsregistered. 30. 37. 40. 107. Questionnairescollected. 30. 36. 40. 106. Testscoresused. 27. 35. 39. 101. 3.3Dataanalysisprocedures SPSS15.Owasusedforstatisticalanalysis.First,thequestionnairedatawas examinedusingprincipalcomponentsanalysis.Secondly,aone-wayanalysisof variance(ANOVA)wasconductedtoevaluatetherelationshipbetweenstudents' proficiencylevelsandthedegreeoftheirperceivedlearnerautonomylevel.The independentvariable,students'proficiencylevelincluded"higher"and"lower,"which weredecidedbasedontheresultsofthetestgivenattheendoftheprevioussemester, abouttenmonthspriortothepresentstudy.Thedependentvariablewasthestudents' self-reportedlearnerautonomylevelshownineachextractedfactor.Themeansofthe scoresofalltheitemsineachfactorwasusedforthedataanalysis.Afewstudents didnotrespondtoafewquestionsinthequestionnaire,andthosecaseswereexcluded pair-wiseforfactoranalysisandexcludedanalysisbyanalysisfortheone-way ANOVA.TukeywasusedforposthocanalysisaftertheANOVA. Ontheotherhand,thethreeclassesaboveweregroupednotonlybasedonthetest scoresbutalsoonthestudents'majors,theproficiencylevelsofthethreeclasseswere notnecessarilyclear-cut.Therefore,theresultsofthemid-semesterteststhestudents took(October,2007)wereusedtorearrangegroupsforthepurposeofanalyzingdata inthisstudy.Itwasconsideredmeaningfultoarrangehomogenousgroupsintermsof. 一163一.

(12) 近畿大学語学教育部紀要8巻2号(2008・12). allbuttheproficiencylevelsandcomparethestudents'perceivedlevelsoflearner. autonomyinthenewlyarrangedgroups.. Usingthemid-semestertestsresults,Pearsonproduct-momentcorrelationwasfirst. calculatedtofindouttherelationbetweenstudents'proficiencylevelandlearner. autonomy.Secondly,twogroupsofstudentswererearrangedforat-test:HighScore. Group(HSG)andLowScoreGroup(LSG).Studentsinthetopandbottom25%out. ofthe106totalstudyN-sizewereconsideredforthetwogroupsinordertoclearly. differentiateonegroupfromtheotherintermsoftheproficiencylevel.Becauseafew. studentsattheborderlinesofeachgroupreceivedthesamescore,however,thenumber. ofthestudentsineachgroupwerenotequal:HSGconsistedof29students(top27%. ofthewholegroup)andLSGconsistedof28students(bottom26%ofthewhole. group),aslistedinTable3.. Table3.TwoGroupsRearrangedAccordingtotheMid-semesterTestScores. HighScoreGroup(HSG) Number Mean(max150) Standarddeviation. LowScoreGroup(LSG). 29. 28. 106.97. 74.86. 6.56. 7.09. N.ResultsandDiscussion 4.1Factoranalysisofthequestionnaire The18itemsofthequestionnaireweresubjectedtoprincipalcomponentsanalysis. TheKaiser-Meyer-Oklinvaluewas.83andtheBarlett'sTestofSphericitywas significant,sothefactorabilityofthecorrelationmatrixwassupported.The questionnaireforthemainstudywasdevelopedbasedonthethreefactorssupportedby thepilotstudy:"orientationforreflectingonlearningprocesses,""orientationfor enhancinglearningopportunities,"and"orientationforreflectingonlanguageabilities." However,twofactorswereextractedbyprincipalcomponentsanalysisofthedatafor themainstudy.Toaidintheinterpretationofthetwofactors,Varimaxrotationwas performed.Thetwofactorsolutionexplainedatotalof46.14percentofthevariance.. 一164一.

(13) LearnerAutonomyandEnglishLanguageProficiency TheresultswerelistedinTable4. Itwasdecidedtobevalidtosupporttheexistenceofthetwofactorsoflearner autonomyinthesamplepopulationforthefollowingreasons.Twoofthehypothesized threefactorsinthepilotstudyinvolvedreflectingacts(i.e.,reflectingonlearningprocesses andreflectingonlanguageabilities),butdelineatingbetweenthetwoisdifficultbecause learnersusethelanguagetolearnaswellaslearnthelanguagetouseandlanguage learningandactualabilitieswhicharereflectedintheuseofthelanguageoftenoverlap eachother.Ontheotherhand,theotherhypothesizedfactor,"orientationforenhancing learningopportunities"isdirectlyinvolvedwithlearningenvironment,includingtools forlearningandsituationsforthelanguageuse.Thetwofactorsextractedfromthe analysisinthemainstudywerelabeledas"orientationtowardsimprovinglearning environment"(Factor1)and"orientationtowardsreflectivelearning"(Factor2). Someitemswerefoundproblematic,however.Items2,7,10,and1810aded stronglyonbothFactorlandFactor2(allofthemover.4).Foritem10(Iusually setgoalsonmyownaboutstudyingEnglish),nonetheless,thefactorloadingforFactorl washigherbyover.25,anditwascategorizedintoFactor1.Alltheotheritemsin Factorlreferredtospecificactionstoimprovelearningenvironment,whileitemsin Factor2referredtomoregeneralaspectsoflearningprocesses.Interestingly,this factorgroupingimpliedthatstudentswhosetgoalsactuallytrytoenhancelearning opportunitiesandstudentswhodonotsetgoalsdonotactuallytrytoenhancelearning opportunities. Threeothercomplexloadingitems(2.Iusuallyhaveaplanabouthowtostudy English;7.IusuallyplanmyEnglishstudying;18.IusuallystudyEnglishbyusing learningmaterialsofmyownchoice.)wereallcategorizedintoFactor2.Theseitems allseemedtorelatetoimprovementoflearningenvironments,whichisFactor1.The actofplanning,whichwasindicatedbyItem2andItem7,0ftenrelatestotheactof settinggoals,andsettinggoalswasconsideredaspartofFactor1,aswasexplained aboveaboutItem1010adingontoFactor1.Also,Item18wasrelatedtolearning materials,whichcouldbeconsideredaspartofFactorlasitispartoflearning. 一165一.

(14) 近畿大学語学教育部紀要8巻2号(2008・12). environment.However,thereflectiveactionsindicatedbythesethreeitemswereconsidered moresalientinthisstudyandthefactorloadingshowedhigherfiguresinFactor2than inFactor1,andtherefore,thesethreeitemsweretreatedasitemsinFactor2.. Table4.. TheMainStudy:FactorLoadingsfromPrincipalComponentsAnalysis:Communalities,Eigenvalues, andPercentagesofVariance(n=106). 1.IamusuallywillingtoreadinEnglish;for example,IreadEnglishnewspapersandbooks. 16.Iusuallytrytoseekforopportunitiestospeakin English. 8.IusuallytrytobeintouchwithEnglishoutside theclass. 11.IamusuallywillingtowriteinEnglish;for example,IwriteemailorkeepadiaryinEnglish. 10.Iusuallysetgoalsonmyownaboutstudying English. 5.IamusuallywillingtowatchEnglishTVprograms and/ortolistentoEnglishradioprograms. 14.IamusuallywillingtotaketestssuchasTOEIC andSTEPinordertoknowmyownEnglish proficiency. 4.IusuallythinkaboutwhatkindsofEnglish abilitiesIwanttoimprove.(e.g.,reading comprehension,...) 12.IusuallythinkwhyIdidsowhenImademistakes inEnglishexercises. 13.Iusuallythinkwhethermywayofstudying Englishiseffectiveformeornot. 7.IusuallyplanmyEnglishstudying. 15.IusuallythinkwhethermyEnglishlearning materialsanddictionariesareusefulornot. 6.IusuallycheckwhatIdon'tunderstandinmy Englishhomeworkinsomeway. 18.IusuallystudyEnglishbyusinglearning materialsofmyownchoice. 2.IusuallyhaveaplanabouthowtostudyEnglish. 3.IusuallylookbackatmymistakesinEnglish quizzes. 17.IamusuallyawareofwhatEnglishskillsIam goodat.(e.g.,readingcomprehension,...) 9.IamusuallyawareofwhatEnglishskillsIam poorat.(e.g.,readingcomprehension,...) Eigenvalues ofvariance Notes.Boldfaceindicateshighestfactorloadings. towardsimprovinglearningenvironment), learning).. 一166一. 2 乃. Items. FactorlFactor2. M. SD. 2.10. 1.15. .77. .os. .60. 2.60. 1.38. .75. .15. .58. 3.00. 1.51. .74. .20. .60. 2.06. 1.20. .71. .13. .52. 2.82. 1.34. .67. .40. .62. 2.23. 1.29. .67. .07. .45. 1:. 1.43. .60. .07. .37. 4.07. 1.36. .55. .29. .39. 3.58. 1.38. .06. .74. .55. 3.29. 1.32. .23. .71. .56. 2.52. 1.19. .52. .58. .60. 3.34. 1.43. .20. .57. .36. 4.33. 1.17. .56. .33. 3.20. 1.45. .47. .55. .53. 1:. 1.35. .44. .55. .49. 3.72. 1.38. .31. .53. .38. 3.30. 1.34. .10. .51. .27. 4.35. 1.22. .35. .13. /i・/i. 1・. .08. 6.46 25.92. 1.85 20.22. h2=communalities,F1=Factor1(orientation F2=Factor2(orientationtowardsreflective.

(15) LearnerAutonomyandEnglishLanguageProficiency 4.2Differencesamongthethreeclasses Foreachofthetwofactorsfromthequestionnaire,themeansofthescoresofthe itemsinthefactorwerecomparedamongthethreegroups,ClassA(Business Administrationmajors,lower-level),ClassB(ScienceEngineeringmajors,higher-level), andClassC(ScienceEngineeringmajors,lower-level).Table5andFigure2showthe resultsaboutFactor1(orientationtowardsimprovinglearningenvironment)and Table6andFigure3showtheresultsaboutFactor2(orientationtowardsreflective learning). Aone-wayANOVArevealedthatthemeandifferencesweresignificantatp<.025 1evelonbothfactorsbetweenClassAandClassC,andClassBandClassC.(P-value wasadjustedbyBonferronicorrection;thep-value.05wasdividedbytwoastherewere twotimesofcomparisons.)TheseresultsimplythatClassAandClassBmaynotbe sodifferenteventhoughClassAislabeledas"lower"class.ThestudentsinClassA wereBusinessAdministrationmajorsandmanyseemedtobemuchmoreinterestedin learninglanguagethanthestudentsinthelower-levelclassoftheScienceEngineering majors.Themeanscoresoftheproficiencytestthattookplaceduringthesemester were91.11forClassA,98.63forClassB,and85.79forClassC,outofthefullscoreof 150points,showingthatClassA'sishigherthanClassC's. Itisalsointerestingtoseethattherewasastatisticallysignificantdifference betweenClassBandC,eventhoughtheybothwereScienceEngineeringmajors.Itis important,atthesametime,toconsiderthatthedifferencesmayhaveoccurrednotin sostrongarelationtothestudents'proficiencydifferences,butinrelationtoother factors,suchasmotivation,objectives,interestsinlearningthelanguage,andeventhe classatmosphere.Forexample,itispossiblethatthestudentsinClassCgenerallyhad lowmotivationforlearningEnglishfromthebeginning,whichledtodifficultyin settinggoalsinlanguagelearning.Thestudentsdidnotfindmuchuseincreating learningopportunitiesnorinreflectingontheirlearningprocesses,astheydidnothave muchinterestinlearninglanguage.Itisalsopossiblethatstudents'motivationwas (evenmore)loweredsimplybecausetheywereputintothe"lower-level"class;thelabel. 一167一.

(16) 近畿大学語学教育部紀要8巻2号(2008・12). thatdoesnotnecessarilysoundencouragingmighthavehelpedtolowertheirlearner. autonomylevel.(Theclasswasnotactuallycallednorannouncedtothestudentsas "l owerlevel"butwasgivenanameinanEnglishalphabetsuchasClassAorClassB,. butthestudentsknewthattheirlevelswerelowerthansomeothersbecauseitwas. cleartothemthatyoungeralphabetsmeantlowerlevelsbecauseyoungeralphabet. classesusedthelower-leveltextbook.). ``. Table5.Factor1. . OrientationTowardsImprovingLearn加gEηvかoη. ClassA. 〃cent!Co〃aparisonα. ClassB. 39. 104. 2.29. 2.7. .74. .79. .94. ClassB. ClassC. Total. 37 咀 3. Table6.Factor2. 36. 研 3. Standarddeviation. Total. 3.01. 1 90 0 1 ・・ 00 1. Mean. ClassC. 36. 9 0盈. Number. 〃20刀9ThreeC1α. `` OrientationTowards、Reflective.乙earning.・ComparisonamongThreeCla∬es ClassA. Number. 30 3.67 .. 72. Standarddeviation. .75. 103 3.46. 88. Mean. 4. .83. 4. 3.5. 3.5. 3. 3. ΦOo﹂Φ﹀く. 2.5. Φ2.5 ca. 2. お2> く1. 1.5 1. .5 1. 0.5. 0.5. 0. 0. ABC. ABC CIass. Figure2.. CIass. Differencesinitemmeanscores. Figure3.. Differencesinitemmeanscores. amongthreeclassesonFactor1 " orientationtowardsimproving. betweenthreeclassesonFactor2 " orientationtowardsreflective. learningenvironment". learning. 一168一. ∬es.

(17) LearnerAutonomyandEnglishLanguageProficiency 4.3Correlationbetweenproficiencyandlearnerautonomy Themid-semestertestfullscorewas150points,theresultsshowingthatthemean ofthe101test-takers'scoreswas91.66,theminimumscorewas58.00,themaximum scorewas122.00,andthestandarddeviationwas13.43.Standardizedscoresofthetest scoresandfactorscorescalculatedfromthequestionnaireanalysiswereusedin calculatingcorrelations.(Table7)Missingdatawereexcludedlistwiseandthedataof 97studentswereusedinthisprocedure.Intriguingly,therewasnostatistically significantcorrelationbetweenthemid-semestertestscoresandFactor1("orientation towardsimprovinglearningenvironment")butthecorrelationbetweenthemid-semester testscoresandresponsesinFactor2("orientationtowardsreflectivelearning")was measuredtober=.27(p=0.07).Thecorrelationismedium,ratherthanstrong(Cohen, 1988,ascitedinPallant,2005,p.126),butitmayimplythatstudents'perceptions aboutreflectivelearningismoreofasignificantpredictionofsuccessfullearning(or higherproficiencylevel)thanstudents'perceptionsofhowmuchtheythinktheywere studyingbytheirownchoices.. Table7.Correlation、Betweentheノ. レlid-semesterTestScoresandFactors(n=97). 1. 2. 1.Mid-semesterTestScores 2.Factor1"orientationtowardsimprovinglearningenvironment". .15. 3.Factor2"orientationtowardsreflectivelearning". .27*. .01. Note.*Correlationissignificantatp<.05(2-tailed).. 4.4Differencesbetweenthetwogroups At-testwasconductedtocomparethetwogroupsofstudents:HSGandLSG.The groupingwasexplainedinthesectionofresearchmethodsabove.Theresults,which areshowninTable8,indicatedthattherewasnostatisticallysignificantdifference betweenthetwogroupsforFactor1(orientationtowardsimprovinglearning environment).However,therewasastatisticallysignificantdifferenceforFactor2 (orientationtowardsreflectivelearning)atthepvalueof.01(pG.025:Bonferroni. 一169一. 3.

(18) 近畿大学語学教育部紀要8巻2号(2008・12). correctionwasappliedforthep-value).. Theseresultsalsosupportedthepossibleimplicationmadefromthecorrelational. analysisabove:students'perceptionaboutreflectivelearningismoreofasignificant. predictionofsuccessfullearning(orhigherproficiencylevel)thanstudents'perceptions. ofhowmuchtheythinktheywerestudyingontheirown.Thereseemtobeseveral. reasonswhyself-perceivedlevelofFactorloflearnerautonomywasnotagood. predictionforhigherproficiency.First,evenifstudentsfeelthattheyaremaking. effortstobeintouchwithEnglishoutsidetheclass,theactualtimeandeffortsmay. notbeasmuchastheythink,orsimplymaynotbeenoughforeffectivelanguage. acquisition.Itisalsopossiblethatthewaysthestudentsaretryingtoimprovetheir. learningenvironmentarenotaseffectiveasthestudentsthinkthewaysare.Therefore,. thestudents'effortsmaynothaveledtosuccessfullanguagelearning.. Table8.GroupDifferencesforFactorlandFactor2 HSG Factors Factor1"orientationtowards. M. LSG SD. M. SD. t. 2.74. .85. 2.35. .99. 54. 一1. 3.67. .69. 2.94. .86. 54. 一3. .578. improvinglearningenvironment" Factor2"orientationtowards reflectivelearning" Note.*pG.025. V.Conclusion Thisstudyhastriedtoexplorewhetherthereareanydifferencesinthelevelof self-perceivedlearnerautonomydependingonthestudents'proficiencylevel,andifthere are,whatdifferencesthereare.Thefactoranalysisofthequestionnaireresponseshave suggestedthatthetwofactorswereextractedfromthequestionnairesurvey:"orientation towardsimprovinglearningenvironment"and"orientationtowardsreflectivelearning." Theanalysisfromthemid-semestertestscoresandquestionnaireresponsesseemto suggestthat"orientationtowardsreflectivelearning"isamoresignificantpredictionof higherproficiencylevel.Atthesametime,asthecomparisonamongthreeclasses. 一170一. .446*.

(19) LearnerAutonomyandEnglishLanguageProficiency. implied,thereseemtobeanumberofvariablestoexplaindifferencesinthestudents'. self-reportedlearnerautonomy,besidestheirproficiencylevel,suchastheirmotivation,. objectivesandinterestdegreeinlearningthelanguage,andeventheclassatmosphere.. Insummary,thisstudysuggeststhefollowingpoints:. 1)Thepresentstudyonlyexploredstudents'self-reportedperceptionsoftheir. learnerautonomylevel.Itisverydifficulttomeasuretheirlearnerautonomy. levelobjectively,butitwouldbeinterestingandusefulifdataregarding. objectivelearnerautonomylevelarecollected‐forexample,qualitativemethods. suchastheteacher'sobservationorexaminationofstudents'journalwriting. maybeadoptedthen,moreprofoundrelationbetweenlearnerautonomyand. languageproficiencylevelmaybeexplored.Thisstudyseemstoimplythe. importanceoflearnersreflectingontheirlearningprocesses,materials,and. learningtoolsformoresuccessfullanguagelearning,butthisissuewouldbe. exploredfurther,byusingobjectivedataoflearners'autonomylevel.. 2)Onlyonetestwasusedtomeasurelearners'proficiencylevel.Thetestconsisted. ofTOEICtypeoflisteningandreadingquestions,anddidnotteststudents'. productiveskills.Themeasurementofstudents'proficiencylevelcouldbe. improvedinthefutureresearch.. 3)Themeanscoresoftheself-reportedlearnerautonomylevelwerenotveryhigh. inanyofthethreeclassesofthemainstudy.Also,theoverallEnglish. proficiencylevelofthestudentsinthemainstudywasnotveryhigh,although. therewerecertainlyvariedlevelsinthelimitedrangeoftheirproficiencylevels.. TheaverageTOEICscoreevenofthe"higherlevel"classinthemainstudyis. probablyestimatedatnomorethan400points.Ifthesamplepopulation. includedmoreproficientstudentssuchasEnglishmajoruniversitystudents,the. studymayhaveprovidedclearerfindings.Itwouldbeinterestingtoconduct. studieswithlearnerswithawiderrangeofbackgroundsinthefuture.. 4)Itisnecessarytoexplorenotonlytherelationshipbetweenstudents'learner. autonomyandtheirproficiencylevelbutalsootheraspectsoflearnerfactors,. 一171一.

(20) 近畿大学語学教育部紀要8巻2号(2008・12). suchasmotivationandpersonalities.Thepresentstudydidnottrytoexplore. therelationshipbetweencooperationandautonomy,butthatwouldbeanother. interestingissuetoinvestigate.Verylittleresearchhasbeendonetofindout. whetherwecansupportsuchhypothesesasthefollowing:Themorecooperative. learnersare,themoreautonomouslearnersbecome;themorewillingthe. learnersaretoparticipateincooperativelearningactivities,themorereflective. theybecomeinlearningactivities.. 5)Inadditiontothelearnerfactors,therelationshipbetweenindividualstudents'. learnerautonomylevelandtheclassatmosphereshouldbeexplored.Itis. importanttofindoutwhattheteacher'sinstructionscanorshouldprovidein. ordertocreateanultimateclassatmospheretofacilitatelearnerautonomy.. 6)Lastly,autonomyisanover-archingconcept.Thequestionnaireinthepresent. studywascreatedbasedonideassuggestedinpreviousstudies,andtwofactors. inlearnerautonomywereextractedfromthequestionnairedata.However,. theremaybeotherfactorsinlearnerautonomywhichthequestionnairedidnot. cover.Also,thetwofactorsolutionofthedatainthemainstudyrevealedthat. communalityvaluesforsomeitemswereextremelylow(e.g.,.13forItemgand. .27forItem17).Thisindicatesthatthereisstillawiderangeofspacefor. improvementofthequestionnaireasatooltomeasurelearnerautonomylevel.. Furthermore,thenumberofthesurveytakerswassmall,andalargersample. sizewouldhelptoobtainmoregeneralizableandstabledata.. Thoughanumberofissuesstillbearfurtherinvestigation,thisstudyhas. contributedaninterestingaspectofthemulti-facetedconceptoflearnerautonomy.The. roleoflearnerautonomyinlanguagelearningandteachingstillremainsamystery;. however,byusingresearchmethodsincludingalearnerautonomyinventoryand. proficiencytestscores,thisstudywillcontributetotheongoingdiscussionabout. researchmethodologyinexploringlearnerautonomyissues.Itwillbeworthwhileto. replicatethisstudywithmorewidelyusedproficiencytestscoresandlearnerautonomy. inventoryinthefuture.. 一172一.

(21) LearnerAutonomyandEnglishLanguageProficiency. References. Aoki,N.(1996).AutonomousLearning:What,why,andhow?,ASTE81StStudyMeeting Report.RetrievedJanuary,5,2008fromhttp://www.bun-eido.co.jp/aste/aste81.html Benson,P.(2001).Teachingandresearchingautonomyinlanguagelearning.Harlow,Essex: PearsonEducation. Benson,P.,&Voller,P.(Eds.)(1997).Autonomyandindependenceinlanguagelearning.Harlow, Essex:Longman. Chamot,A.,Barnhardt,S.,El-Dinary,P.,andRobbins,J.(1999).Learningstrategieshandbook. Harlow,Essex:PearsonEducation. Cohen,J.(1988).StatistたalpoweranめSISノ. わrtheわ. θ加v'07α1sciences.Hillsdale,NJ:Erlbaum.. DaigakuEigoKyoikuGakkaiGakushuSutoratejiKekyukai[LearningStrategyStudyGroup ofJapanAssociationofCollegeEnglishTeachers:JACET-LSSG].(2005).Eigokyoshino tamen・9α. 廊. 加〃sut・ratejii伽. 踊. 漁. 〃[伽. 砺. η9S〃. α'θ9V伽. 伽. ・んかEngl'sh磁C鱈3].. Tokyo:Taishukan. DaigakuEigoKyoikuGakkaiGakushuSutoratejiKekyukai[LearningStrategyStudyGroup ofJapanAssociationofCollegeEnglishTeachers:JACET-LSSG].(2006).Gengogakushuu '・9・. ん〃伽. 〃. 謝. ・r吻. ヴ1'ノ酪. 〃gak〃shuuη. 加. 〃んθ'・・uy・ugeng・9・. ん〃karan・. leaningandlearningstrategies:AnapproachfromAppliedLinguisticstowardsautonomouslearning]. Tokyo:Taishukan. Dam,L.(1995).Learnerautonomy3:Fromtheorytoclassroompractice.Dublin:Authentik. Dornyei,Z.(2006).GaikokugoKyouikugakunotamenoshitsumonshichosanyumon:Sakuseijisshi, de'・sh・. ア'.[9〃es"・. 朋・かesinsec・nゴlangu・9θeduca伽'C・nstruction,a伽inistra伽,副. processing].(T.Yashima,&O.Takeuchi,Trans.).(Originalworkpublished2002). Tokyo:Shohakusha. Eigokyoiku[TheEnglishTeachers'Magazine],56(12).(February,2008).Tokyo:Taishukan. Holes,H.(1981).Autonomyandforeignlanguagelearning.Oxford:PergamonPress. Little,D.(1991).Learnerautonomy1:Definitions,issuesandproblems.Dublin:Authentik. Murphy,T.,&Jacobs,G.(2000).Encouragingcriticalcollaborativeautonomy.JALTJournal 22(2),228…244. Pallant,J.(2005).SPSSsurvival〃. π魏〃01'.4stepZッstepg〃ide'odataanaかsisusing3P33version12. (2ndedit'o刀).Sydney:OpenUniversityPres. Sheerin,S.(1997).Anexplorationoftherelationshipbetweenself-accessandindependent learning.InP.Benson,&P.Voller(Eds.),Autonomyandindependenceinlanguagelearning (pp.54-65).Harlow,Essex:Longman. Wenden,A.L.(1991).五earners'strategiesforlearnero〃'onomy:Plann'ηgand吻lemen枷glearner 〃oノ刀加gプbrlanguage180脚. ε燗.NewYork:PrenticeHalL. 一173一. 卿. ア・・chi[五. ・ng〃:'.

(22) 近畿大学語学教育部紀要8巻2号(2008・12). AppendixA.Questionnaireusedinthepilotstudy(Japaneseoriginal) このアンケートは授業の成績とは全く関係ありませんので、思ったとおりに回答してください。研究のデータとして使用させていただきますが、個人が特定される形で処理・公表されることはありません。どうぞご協力ください。英語の学習に関する次の項目について、下記の要領で、当てはまる数字に○ をつけてください。. 12 全くそう思わない. そう思わない. 3. 45. どちらかというとそう思わない. どちらかというとそう思う. 6 そう思う. 強くそう思う. ① ②. 自分の英語力で苦手な分野(読解・文法・リスニングなど)は何か考えるほうだ。 123456. ③. 英語の勉強に関して自ら目標を設定してみるほうだ。 123456. ④. 自分で選んだ学習材料を利用して英語の勉強をするほうだ。 123456. ⑤. 使用している辞書や参考書が役に立っているか考えてみるほうだ。 123456. ⑥. 小テストを受けた際、間違えたところを見直すほうだ。 123456. ⑦. 英語をどのように勉強するか、決めているほうだ。 123456. ⑧. 英語のテレビまたはラジオ番組を見る・聞くほうだ。 123456 宿題で分からないところは、何らかの方法で確認するほうだ。(参考書を見る、辞書を引く、先生に聞く、友達に聞くなど). ⑨. 123456. ⑩. 英語の勉強を計画的に行なうほうだ。 123456. ⑪. 授業以外でも英語に触れるようにしているほうだ。 123456. ⑫. 自分にあった英語の教材を探してみるほうだ。 123456. ⑬. 自分の英語力を知るための工夫をするほうだ。(英語話者と話してみる、TOEICな 123456. どを受けてみるなど). どのような英語の力(読解・文法・リスニングなど)を伸ばしたいか考えるほうだ。. ⑭. 123456. ⑮. 英語の新聞や本を読むなど、英語で読む活動をすすんでするほうだ。 123456. ⑯. 勉強の仕方が自分にとって効果的かどうか考えてみるほうだ。 123456 テストや実践活動を通して自分の英語力を試してみるほうだ。. ⑰. 123456 英語で日記やメールを書くなど、英語で書く活動をすすんでするほうだ。 123456. 学籍番号の下3桁. だけ記入してください→ 以上です。ご協力ありがとうございました。. 一174一.

(23) LearnerAutonomyandEnglishLanguageProficiency AppendixB.Questionnaireusedinthepilotstudy(Englishtranslation) Thisquestionnairewillnotaffectyourgradeforthecourse,sopleaseanswerhonestly.Your responseswillbeusedforresearchpurposes.Youridentitywillbekeptanonymousintheprocessof analyzingyourresponsesandwhentheresultsarepublicized.Thankyouforyourkindcooperation. ThefollowingquestionsareaboutyourEnglishlearning.Pleasecirclethenumberappropriately. 1 1don'tthink soatall.. 0 ② ⑧ ④ ⑤ ⑥ ⑦ ⑧ ⑨ ⑩ ⑪ ⑫ OO. 2 1don'tthink SO.. 34. 56. 1don'tthinkso.Ithinkso ifIdaretosay.ifIdaretosay.. 1thinkso.Ithinksostrongly.. ⑭ ⑮ ⑯ ⑰. IusuallythinkaboutthinkaboutwhatkindsofEnglishabilitiesIampoorat.(e.g.,reading comprehension,grammar,listening) 123456 1usuallysetgoalsonmyownaboutstudyingEnglish. 123456 1usuallystudyEnglishbyusinglearningmaterialsofmyownchoice. 123456 1usuallythinkwhethermylearningmaterialsanddictionariesareusefulornot. 123456 1usuallylookbackatmymistakesinquizzes. 123456 1usuallyhaveaplanabouthowtostudyEnglish. 123456 1amusuallywillingtowatchEnglishTVprogramsand/ortolistentoEnglishradioprograms. 123456 1usuallycheckwhatIdon'tunderstandinmyhomeworkinsomeway.(e.g.,lookingupin studyguides,checkingdictionaries,askingtheteacherorfriends) 123456 1usuallyplanmyEnglishstudying. 123456 1usuallytrytobeintouchwithEnglishoutsidetheclass. 123456 1usuallytrytoseekforteachingmaterialsappropriateforme. 123456 1usuallymakeeffortstoknowmyEnglishabilities.(e.g.,speakingwithnativespeakersof English,takingTOEIC) 123456 1usuallythinkwhatkindofEnglishabilitiesIwanttoimprove.(e.g.,readingcomprehension, grammar,listening) 123456 1amusuallywillingtoreadinEnglish;forexample,IreadEnglishnewspapersandbooks. 123456 1usuallythinkwhethermywayofstudyingiseffectiveformeornot. 123456 1amusuallywillingtotrymyEnglishabilitiesbytakingtestsorbydoingpracticalactivities. 123456 1amusuallywillingtowriteinEnglish;forexample,IkeepadiaryorwriteemailinEnglish. 123456. Pleasewritethelastthreedigitsofyourstudentnumber. Thisistheendofthequestionnaire.Thankyouagainfor. 一175一. yourcooperation..

(24) 近畿大学語学教育部紀要8巻2号(2008・12). AppendixC.Questionnaireusedinthemainstudy(Japaneseoriginal). 学籍番号の下3桁. だけ記入してください→. このアンケートは授業の成績とは全く関係ありませんので、思ったとおりに回答してください。研究のデータとして使用させていただきますが、個人が特定される形で処理・公表されることはありません。どうぞご協力ください。英語の学習に関する次の項目について、下記の要領で、当てはまる数字に○ をつけてください。. そ. そう思わない. サつ思ケ. 全くそう思わない. 5. 3 どちらかというとそう思わない. と , ついと 4 Σ カ・つら思ちうどそ. 12. 6 強くそう思う. ① 英語の新聞や本を読むなど、英語で読む活動をすすんでするほうだ。. ②. 123456 英語をどのように勉強するか、決めているほうだ。. ③. 123456 英語の小テストを受けた際、間違えたところを見直すほうだ。. ④. 123456 どのような英語の力(読解・文法・リスニングなど)を伸ばしたいか考えるほうだ。. ⑤. 123456 英語のテレビまたはラジオ番組を見る・聞くほうだ。. ⑥. 123456 英語の宿題で分からないところは、何らかの方法で確認するほうだ。(参考書を見る、辞書を引く、先生に聞く、友達に聞くなど). ⑦. 123456 英語の勉強を計画的に行なうほうだ。. ⑧. 123456 授業以外でも英語に触れるようにしているほうだ。. ⑨. 123456 自分の苦手な英語の技能(読解・文法・リスニングなど)が何か分かっているほうだ。. ⑩. 123456 英語の勉強に関して自ら目標を設定してみるほうだ。. ⑪. 123456 英語でメールや日記を書くなど、英語で書く活動をすすんでするほうだ。. ⑫. 123456 英語の問題を解いて間違ったときにはなぜ間違ったか考えるほうだ。. ⑬. 123456 英語の勉強の仕方が自分にとって効果的かどうか考えてみるほうだ。. ⑭. 123456 自分の英語力を知るためにTOEICや. 英検などの試験を受けてみるほうだ。. ⑮. 123456 使用している英語の参考書や辞書が役に立っているか考えてみるほうだ。. ⑯. 123456 英語で話す機会を探してみるほうだ。. ⑰. 123456 自分の得意な英語の技能(読解・文法・リスニングなど)が何か分かっているほうだ。. ⑱. 123456 自分で選んだ学習材料を利用して英語の勉強をするほうだ。 123456 以上です。ご協力ありがとうございました。. 一176一.

(25) LearnerAutonomyandEnglishLanguageProficiency AppendixD.Questionnaireusedinthemainstudy(Englishtranslationofthequestions). Pleasewritethelastthreedigitsofyourstudentnumber. Thisquestionnairewillnotaffectyourgradeforthecourse,sopleaseanswerhonestly.Your responseswillbeusedforresearchpurposes.Youridentitywillbekeptanonymousintheprocess ofanalyzingyourresponsesandwhentheresultsarepublicized.Thankyouforyourkind cooperation. ThefollowingquestionsareaboutyourEnglishlearning.Pleasecirclethenumber appropriately. 1 1don'tthink soatall.. 2 1don'tthink SO.. 34. 56. 1don'tthinkso.Ithinkso ifIdaretosay.ifIdaretosay.. 1thinkso.Ithinksostrongly.. ① ② ③ ④ ⑤ ⑥ ⑦ ⑧ ⑨ ⑩ ⑪ ⑫ ⑬ ⑭ ⑮ ⑯ ⑰ ⑱. IamusuallywillingtoreadinEnglish;forexample,IreadEnglishnewspapersandbooks. 123456 1usuallyhaveaplanabouthowtostudyEnglish. 123456 1usuallylookbackatmymistakesinEnglishquizzes. 123456 1usuallythinkaboutwhatkindsofEnglishabilitiesIwanttoimprove.(e.g.,reading comprehension,grammar,listening) 123456 1amusuallywillingtowatchEnglishTVprogramsand/ortolistentoEnglishradioprograms. 123456 1usuallycheckwhatIdon'tunderstandinmyEnglishhomeworkinsomeway. 123456 1usuallyplanmyEnglishstudying. 123456 1usuallytrytobeintouchwithEnglishoutsidetheclass. 123456 1amusuallyawareofwhatEnglishskillsIampoorat(ems.,readingcomprehension,grammar,listening) 123456 1usuallysetgoalsonmyownaboutstudyingEnglish. 123456 1amusuallywillingtowriteinEnglish;forexample,IwriteemailorkeepadiaryinEnglish. 123456 1usuallythinkwhyIdidsowhenImademistakesinEnglishexercises. 123456 1usuallythinkwhethermywayofstudyingEnglishiseffectiveformeornot. 123456 1amusuallywillingtotaketestssuchasTOEICandSTEPinordertoknowmyownEnglishproficiency. 123456 1usuallythinkwhethermyEnglishlearningmaterialsanddictionariesareusefulornot. 123456 1usuallytrytoseekforopportunitiestospeakinEnglish. 123456 1amusuallyawareofwhatEnglishskillsIamgoodat.(e.g.,readingcomprehension,grammar,listening) 123456 1usuallystudyEnglishbyusinglearningmaterialsofmyownchoice. 123456 Thisistheendofthequestionnaire.Thankyouagainforyourcooperation.. 一177一.

(26) 近畿大学語学教育部紀要8巻2号(2008・12). Acknowledgement I'dliketoexpressspecialthankstoProfessorMayumiFujiokaattheDepartment ofLanguageEducation,KinkiUniversity,whokindlyhelpedmewiththedatacollection processinthepilotstudy.Specialthanksalsogoestomyhusband,goodfriendand colleague,Matt,forhisinsightfulsuggestionsintheprocessofstatisticalanalysisand intheprocessofwritingandrevisingearlierversionsofthispaper.. 一178一.

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