Document Type : research paper
Authors
Islamic Azad University, Karaj Branch
Abstract
Second language learner agency (L2LA) has gained enormous attention as it directly contributes to the optimal foreign language learning achievement. Recent studies highlighted the significance of socio-cultural norms to shape the quality of L2LA in different educational contexts. Yet, as a culture-bound construct, the underlying facets of learner agency have hardly been identified or systematically assessed in the Iranian EFL context. To configure and measure inherent components of L2LA, we followed Mercer’s (2011) complexity model of learner agency to draft and validate a multi-faceted L2LA questionnaire. To this end, indicators of L2LA in practice were operationalized after conducting a comprehensive literature review and running semi-structured interviews with 20 EFL learners. Next, a sample of 200 Iranian English as a Foreign Language (EFL) learners from both male and female genders, a wide age range, learning experiences, and educational backgrounds were recruited to participate in developing and validating the prototype L2LA questionnaire. After a series of exploratory and confirmatory factorial analysis and structural equation modeling (SEM), the final draft of the multi-faceted L2LA questionnaire with 22 5-point Likert-scale items represented three main facets of self-regulation and perseverance (14 items), belief system and motivation (4 items), and affection (4 items). Statistical findings depicted that this questionnaire is a reliable and valid measure of L2LA in the Iranian EFL context. Therefore, language pedagogical researchers and practitioners might largely benefit from applying a multi-faceted L2LA questionnaire for a more accurate and dynamic assessment of Iranian EFL learners’ agency.
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