Studies in Second Language Acquisition,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 13
Published: Nov. 13, 2024
Abstract
Al-Hoorie
et
al.
(2024:
Studies
in
Second
Language
Acquisition
,
1–23)
illuminate
a
validation
crisis
within
the
second
language
(L2)
Motivational
Self
System
(L2MSS),
revealing
empirical
flaws
its
current
measurement.
Their
analysis
indicates
persistent
lack
of
discriminant
validity
among
system’s
constructs,
issuing
fundamental
challenge
distinguishing
concepts.
These
findings,
echoing
previous
concerns,
underscore
pressing
need
for
theoretical
refinement
and
methodological
rigor
field,
leading
authors
to
advocate
temporary
halt
L2
self-studies
address
these
issues
comprehensively.
This
commentary
discusses
call
substantive
moratorium
presented
by
as
necessary
step
toward
resolving
challenges
field.
By
highlighting
historical
suggesting
pathways
diversification
advancement,
I
aim
foster
productive
dialogue
on
motivational
psychology
learning
while
ensuring
robustness.
Applied Linguistics,
Journal Year:
2024,
Volume and Issue:
unknown
Published: March 12, 2024
Abstract
Research
into
self-regulating
capacity
in
vocabulary
learning
is
recognized
as
a
significant
topic
within
the
second
language
domain.
The
scale
(SRCvoc;
Tseng
et
al.
2006)
arguably
most
widely
used
tool
for
assessing
this
construct.
common
factor
model,
which
applied
through
confirmatory
analysis
and
exploratory
analysis,
has
been
primary
methods
validating
SRCvoc.
However,
previous
studies
have
encountered
difficulties
obtaining
good
model
fit
generated
results
that
deviate
from
supporting
theory.
We
argue
constructs
of
SRCvoc
are
inherently
composites,
rather
than
factors,
should
therefore
be
evaluated
using
composite
analysis.
In
study,
we
compared
CFA
CCA,
highlighting
shortcomings
construct
validity
such
failed
to
satisfy
conceptual
empirical
perspectives
contrast,
our
data
supported
solely
CCA.
also
criterion-related
via
showed
were
positively
moderately
associated
with
L2
achievement.
International Journal of Applied Linguistics,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Aug. 21, 2024
Abstract
Vocabulary
learning
strategies
(VLSs)
are
one
of
the
key
variables
that
allow
researchers
to
understand
learners’
success
in
second
language
(L2)
learning.
Different
questionnaires
available
examine
L2
learners'
use
VLSs,
but
most
them
suffered
from
problems
while
gathering
sufficient
statistical
evidence.
The
present
study
sought
replicate
construct
validity
VLS
questionnaire
a
different
perspective.
Particularly,
we
conceive
nine
constructs
VLSs
as
emergent
(composite)
rather
than
latent
(common
factor).
In
contrast
variables,
formed
by
their
items.
To
test
this
proposition,
make
confirmatory
composite
analysis
(CCA),
which
is
akin
factor
(CFA),
was
developed
for
assessing
variables.
evaluate
CCA
model
216
Saudi
university
students
English
completed
an
online
questionnaire.
results
indicated
better
fitted
our
data
CFA
appeared
provide
less
acceptable
fit.
Moreover,
examined
criterion‐related
through
and
showed
two
constructs,
inferencing
self‐initiation
positively
related
self‐perception
proficiency.
Overall,
findings
seem
suggest
seen
made
with
items
defining
constructs.
hold
methodological
empirical
implications
research.
This
study
aimed
to
determine
the
structural
relationships
of
corporate
governance
in
accredited
universities
since
its
evaluation
is
unexplored
and
multiple
parameters
indicators
gravitate
around
polysemic
concept,
generating
dissent
criteria
for
measurement.
Furthermore,
no
reports
were
found
that
most
recurrent
constructs
comprise
structure
have
been
studied
simultaneously
on
a
measurement
scale
through
equations,
using
partial
least
squares
as
reflection
model.
The
novelty
lies
structuring
model
which
measures
represent
effects
primary
construct,
with
variables
theoretically
underpinned
by
new
institutionalism,
stakeholders,
resource-based
view.
Methodologically,
deductive
reasoning
was
used
necessary
theoretical
considerations
metrics
SmartPLS
software
version
4.1.0.9.
validated
hypotheses
state
can
be
assessed
four
constructs:
administrative
process,
university
autonomy,
accountability
system.
Corporate
governance
is
a
key
determinant
of
university
sustainability.
Although
there
theoretical
background
describing
the
interaction
these
constructs,
no
empirical
studies
on
causal
relationship
between
them
have
been
reported.
To
fill
this
knowledge
gap,
study
assessed
impact
corporate
sustainability
in
an
accredited
public
institution
Colombia.
The
novelty
lies
fact
that
presented
as
primary
construct
affects
from
management
perspective
since,
reported
studies,
it
appears
only
isolated
indicator
evaluating
model
was
underpinned
through
lens
new
institutionalism,
resource-based
vision
theory
and
stakeholder
theory.
research
developed
using
deductive
reasoning.
It
applied
structural
equation
by
least
squares
Smart
PLS
software
version
4.1.0.9,
with
which
reflective
measurement
were
evaluated.
analysis
found
governance,
consisting
administrative
process,
autonomy,
stakeholders
accountability
system,
positively
sustainability,
includes
education
for
sustainable
development
campus.
provides
valuable
recommendations
can
help
assess
considering
strategic
significance
relevant
to
self-regulation
continuous
improvement.
IRAL - International Review of Applied Linguistics in Language Teaching,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Oct. 24, 2024
Abstract
Recently,
a
new
construct
referred
to
as
autonomous
single
language
interest
(ASLI)
has
been
introduced
in
the
educational
psychology
field.
ASLI
postulates
that
second
(L2)
students
who
have
one
autonomously
oriented
goal
for
studying
L2
during
their
learning
setting
(e.g.,
university
study)
are
likely
make
greater
achievements
than
those
with
low
ASLI.
However,
it
remains
unclear
how
predicts
later
vocabulary
achievement
and
whether
its
stability
or
fluctuation
achievement.
A
total
of
161
Saudi
undergraduate
English
an
enrolled
Department
were
followed
up
three
times
over
17
weeks.
We
used
latent
growth
curve
model
(LGCM)
assess
ASLI,
see
which
knowledge.
The
results
LGCM
suggest
initial
high
levels
(i.e.
stability),
but
not
fluctuation,
predicted
significant
increase
In
other
words,
started
course
maintained
this
sole
interest/goal
time
appeared
higher
time.
Methodological
pedagogical
implications
discussed.
