Developing and Validating a Multi-Faceted L۲ Learner Agency Questionnaire: Enacted Complexity Theory in Iranian EFL Context

Second language learner agency (L۲LA) 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 L۲LA 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 L۲LA, we followed Mercer’s (۲۰۱۱) complexity model of learner agency to draft and validate a multi-faceted L۲LA questionnaire. To this end, indicators of L۲LA in practice were operationalized after conducting a comprehensive literature review and running semi-structured interviews with ۲۰ EFL learners. Next, a sample of ۲۰۰ 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 L۲LA questionnaire. After a series of exploratory and confirmatory factorial analysis and structural equation modeling (SEM), the final draft of the multi-faceted L۲LA questionnaire with ۲۲ ۵-point Likert-scale items represented three main facets of self-regulation and perseverance (۱۴ items), belief system and motivation (۴ items), and affection (۴ items). Statistical findings depicted that this questionnaire is a reliable and valid measure of L۲LA in the Iranian EFL context. Therefore, language pedagogical researchers and practitioners might largely benefit from applying a multi-faceted L۲LA questionnaire for a more accurate and dynamic assessment of Iranian EFL learners’ agency.

کلیدواژه ها:

affection ، belief and motivation ، complexity ، learner agency ، self-regulation and perseverance