Validating a questionnaire for tapping into autonomy in learning L2 grammar
Research Methods in Applied Linguistics, cilt.5, sa.3, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 5 Sayı: 3
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.rmal.2026.100342
- Dergi Adı: Research Methods in Applied Linguistics
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
- Anahtar Kelimeler: Bifactor exploratory structural equation modeling (Bi-ESEM), Grit, L2 grammar, Learner autonomy, Measurement invariance, Motivation, Self-efficacy, Self-regulation
- İstanbul Medipol Üniversitesi Adresli: Evet
Özet
Autonomy in learning L2 grammar has rarely been investigated using validated, domain-specific instruments. This study developed and validated the Grammar Learning Autonomy Scale (GLAS) on the basis of data collected from 1034 university English majors in Poland and Turkey. The validation process involved exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) together with exploratory structural equation modeling (ESEM) and its bifactor extension (Bi-ESEM), estimated with a robust procedure (WLSMV estimator). Five dimensions were identified: self-directed, teacher-independent, self-regulated, engaged , and socio-emotional grammar learning . The bifactor exploratory structural equation modeling (Bi-ESEM) solution offered the most adequate representation of the data, supporting both a reliable general autonomy factor and well-defined specific dimensions. Multi-group tests supported full measurement invariance across country and gender (female/male) although the gender-invariance findings should be interpreted with caution because the female and male subsamples were unequal. Structural equation modeling showed positive associations between the general autonomy factor and domain-specific grit, motivated behavior, self-efficacy, and self-regulation. The specific dimensions also showed additional associations with these variables, most strongly for self-regulated and engaged grammar learning, and to a lesser extent for self-directed, teacher-independent, and socio-emotional grammar learning. However, associations concerning self-regulation, especially those involving the self-regulated grammar learning factor, are treated as convergent rather than independent predictive evidence because of conceptual and item-content overlap. The GLAS provides a valid and reliable tool for examining autonomy in learning L2 grammar and assessing pedagogical practices that aim to strengthen learner self-direction in this area.