Measuring Language Learning Motivational Orientations Among Precollege English Language Learners: An Instrument Validation Study

• In Event: Second Language Learning, Instruction, and Pedagogical Issues

Abstract

This study modified and validated a measure of motivational orientations grounded in self-determination theory for use with pre-college English language learners (ELLs). Exploratory factor analysis results in Sample A (n = 528) indicated that the data were best explained by a three-factor solution that explained 51.6% of the variance. Confirmatory factor analysis in an independent Sample B (n = 529) corroborated these results (GFI = .97, CFI = .96, SRMR = .04, RMSEA = .05). Test for invariance across samples further supported the instrument’s validity. The modified instrument—named English Language Learner Motivation Scale (ELLMS): Pre-College—showed good psychometric characteristics for use with elementary, middle, and high school ELLs. Applications of the measure for practice and research are discussed.

Authors

• Yuliya Ardasheva, University of Louisville

• Sze Sze Tong, University of Louisville

• Thomas R. Tretter, University of Louisville