An Exploration of Foreign Language Learning Self-Concept

Abstract

The present study aimed to explore Language Learning Self-Concept and investigate its relationship to student proficiency level. To this end, a sequential exploratory mixed design was adopted throughout the study. Based on the literature review and student responses to an open-ended questionnaire, an initial item pool consisting of 54 items was generated. After an evaluation of content validity followed by the initial piloting of the questionnaire, the scale was conducted to an independent sample of 201 students. The participants were from 3 settings including English Time Language School, Middle East Technical University School of Foreign Languages and Çankaya University Prep-school with Language proficiency levels ranging from beginner to advanced. Exploratory factor analysis yielded a 38 item scale with the following 7 factors: Aptitude, Self Regulation, Effort, Linguistic Resources, Production, Reception, and Articulation. The scale was validated through exploratory factor analysis and internal consistency reliability. The reliability tests confirmed the internal consistency of the scale. The study tried to investigate whether student proficiency level had an impact on language learning self concept in terms of the different dimensions of the scale. The students at higher levels reported higher scores of self concept at all the 7 components of the scale. This finding indicated that student proficiency level was a predictor of language learning self-concept. It also confirmed the predictive validity of the scale. It is suggested that a better understanding of the students’ self-perceptions can help teachers with their lesson planning, giving feedback to students, and different forms of teacher-student interaction.