Learner autonomy in language learning: the development of a rigorous measuring scale

Abstract

Learner autonomy has long been considered a requirement for university students. Attempts have been made to develop scales for measuring learner autonomy, but those built are either not psychometrically sound, too long not suitable for implementing in class, or based on a different conceptualised definition. This study, therefore, aims at developing a brief and sound scale to measure level of autonomy of language learners (called LLAS). Questionnaire development procedure started with adapting items from three existing questionnaires reviewed in the literature. The first questionnaire version (26 items) was piloted on a group of English major students (n = 220). Principle components analysis produced a 23-item scale with six subscales. Cronbach’s alphas and Principle component analysis were then rerun for the new 23-item scale. Results of both reliability and validity of this 23-item scale were found to be satisfactory, suggesting that the scale is reliable and valid.