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MA ELT Dissertation |
An Investigation into Learners’ Disposition and Perceived Ability to Learn Independently in the Centre for Independent Language Learning
Back to Main Page of this Dissertation
Link to Part: Intro, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, Bib, Appx
Appendix One: The Pilot Questionnaire
Survey Form
The aim of this survey is to investigate CILL students’ attitudes and abilities to learn English independently. The results of the survey will help CILL staff understand what independent language learning training CILL students want.
Please write your CILL membership number here: __________. Your name will be kept confidential.
Please circle 1 if you agree with statement (a) and not (b), circle 2 if you agree with (a) more than (b), circle 3 if you agree with (b) more than (a), and circle 4 if you agree with (b) and not (a). If you don’t know, circle DK in the box on the right.
| (a) I think it’s the teacher’s job to correct all my mistakes. | 1 2 3 4 |
(b) It’s good for me to correct my own mistakes whenever possible. | DK |
| (a) I want my teacher to tell me what to do to learn better English. | 1 2 3 4 |
(b) I want to find out for myself what I have to do to learn better English. | DK |
| (a) My teacher should tell me what exercises to do and what books to read, etc. | 1 2 3 4 |
(b) I want to choose for myself what exercises to do and what books to read, etc. | DK |
| (a) I don’t think it’s useful to do speaking activities in pairs or groups if the teacher isn’t listening to my group all the time. | 1 2 3 4 |
(b) I think it’s useful to do speaking activities in pairs or groups even if the teacher isn’t listening to my group all the time. | DK |
| (a) The teacher should give us lots of tests and show us how well we have learned. | 1 2 3 4 |
(b) Tests can’t tell you everything. You know yourself if you’ve been learning well. | DK |
Please circle a number to show how much you agree with the following statements:
4-Strongly Agree; 3-Agree; 2-Disagree; 1-Strongly Disagree; DK - Don’t Know
| I am satisfied with my ability to analyse what English I need to learn. | 4 3 2 1 DK |
| I am satisfied with my ability to set myself aims. | 4 3 2 1 DK |
| I am satisfied with my ability to plan my work. | 4 3 2 1 DK |
| I am satisfied with my ability to select materials and activities. | 4 3 2 1 DK |
| I am satisfied with my ability to work without supervision. | 4 3 2 1 DK |
| I am satisfied with my ability to evaluate my progress. | 4 3 2 1 DK |
Thank you for your co-operation.
Appendix Two: Pilot Questionnaire Statistics
Interviewee 1st- 2nd
| (a) I think it’s the teacher’s job to correct all my mistakes. | 1) 3 - 2 2) 4 - 4 3) 2 - 3 4) 3 - 3 5) 4 - 4 |
1st Pilot Mean:
3.2 2nd Pilot Mean 3.2 Correlation: 0.64 |
(b) It’s good for me to correct my own mistakes whenever possible. |
| (a) I want my teacher to tell me what to do to learn better English. | 1) 4 - 3 2) 3 - 3 3) 3 - 3 4) 3 - 2 5) 4 - 3 |
1st Pilot Mean:
3.4 2nd Pilot Mean: 2.8 Correlation: 0.41 |
(b) I want to find out for myself what I have to do to learn better English. |
| (a) My teacher should tell me what exercises to do and what books to read, etc. | 1) 4 - 3 2) 3 - 3 3) 2 - 3 4) 3 - 2 5) 4 - 4 |
1st Pilot Mean:
3.2 2nd Pilot Mean: 3 Correlation: 0.43 |
(b) I want to choose for myself what exercises to do and what books to read, etc. |
| (a) I don’t think it’s useful to do speaking activities in pairs or groups if the teacher isn’t listening to my group all the time. | 1) 4 - 4 2) 4 - 3 3) 2 - 3 4) 2 - 3 5) 4 - 2 |
1st Pilot Mean:
3.2 2nd Pilot Mean: 3.0 Correlation: 0 |
(b) I think it’s useful to do speaking activities in pairs or groups even if the teacher isn’t listening to my group all the time. |
| (a) The teacher should give us lots of tests and show us how well we have learned. | 1) 4 - 2 2) 3 - 2 3) 3 - 3 4) 3 - 3 5) 4 - 3 |
1st Pilot Mean:
3.4 2nd Pilot Mean: 2.6 Correlation: -1.7 |
(b) Tests can’t tell you everything. You know yourself if you’ve been learning well. |
| I am satisfied with my ability to analyse what English I need to learn. | 1) 3 - 3 4) 1 - 3 2) 3 - 3 5) 3 - 3 3) 2 - 3 |
1st Pilot Mean:
2.4 2nd Pilot Mean: 3.0 Correlation: 0.4 |
| I am satisfied with my ability to set myself aims. | 1) 3 - 3 4) 1 - 3 2) 3 - 3 5) 3 - 3 3) 3 - 3 |
1st Pilot Mean:
2.6 2nd Pilot Mean: 3.0 Correlation: |
| I am satisfied with my ability to plan my work. | 1) 3 - 3 4) 1- 1 2) 2 - 3 5) 3 - 3 3) DK - 2 |
1st Pilot Mean:
2.3 2nd Pilot Mean: 2.6 Correlation: 0.87 |
| I am satisfied with my ability to select materials and activities. | 1) 3 - 3 4) 2 - 2 2) 3 - 3 5) 2 - 2 3) 2 - 3 |
1st Pilot Mean:
2.4 2nd Pilot Mean: 2.6 Correlation: 0.67 |
| I am satisfied with my ability to work without supervision. | 1) 3 - 3 4) 3 - 3 2) 3 - 3 5) 2 - 2 3) 3 - 3 |
1st Pilot Mean:
2.8 2nd Pilot Mean: 2.8 Correlation: 1.0 |
| I am satisfied with my ability to evaluate my progress. | 1) 3 - 3 4) 1 - 2 2) 2 - 3 5) DK - 3 3) 3 - 2 |
1st Pilot Mean:
2.3 2nd Pilot Mean: 2.6 Correlation: 0.30 |
Appendix Four: Questionnaire Statistics
Summary of Student Attendance in CILL Data
n = 30 |
Total Duration |
Entries |
Mean Duration |
Minimum Time |
Maximum Time |
Means: |
1433 |
18.2 |
77.6 |
20.6 |
204.7 |
Maximum |
7393 |
90 |
163.6 |
71 |
573 |
Minimum |
46 |
1 |
35.8 |
46 |
46 |
Range |
7347 |
89 |
127.8 |
71 |
527 |
Standard Deviations |
1741 |
22.5 |
26.4 |
18.2 |
125.6 |
Key:
Total Duration = the total number of minutes that a student has spent in CILL
Entries = the total number of times a student has entered CILL
Mean Duration = the Total Duration divided by the Entries
Minimum Time = the shortest time a student has spent in CILL
Maximum Time = the longest any one time a student has spent in CILL
Appendix Four: Questionnaire Statistics (continued)
Summary of Disposition Data
n = 30 |
Mistakes |
Find out |
Exercises |
Speaking |
Test |
Mean Disposition |
Means: |
2.93 |
3 |
3.1 |
2.86 |
2.86 |
2.95 |
Maximum |
4 |
4 |
4 |
4 |
4 |
|
Minimum |
1 |
2 |
2 |
1 |
1 |
|
Range |
3 |
2 |
2 |
3 |
3 |
|
Mode |
3 |
3 |
3 |
3 |
3 |
|
Standard Deviations |
0.88 |
0.69 |
0.71 |
0.91 |
0.89 |
|
Don’t Knows |
1 |
0 |
0 |
1 |
0 |
|
Spearman’s Correlation against Duration |
-.0384 Sig .843 |
-.1071 Sig .573 |
-.2424 Sig .197 |
.2603 Sig .173 |
-.3614 Sig .050 |
-.2117 Sig .261 |
Key:
Mistakes = Score on a 1 - 4 scale of agreement with the first statement of the first section of the questionnaire.
Find out = Score on a 1 - 4 scale of agreement with the second statement of the first section of the questionnaire.
Exercises = Score on a 1 - 4 scale of agreement with the third statement of the first section of the questionnaire.
Speaking = Score on a 1 - 4 scale of agreement with the fourth statement of the first section of the questionnaire.
Test = Score on a 1 - 4 scale of agreement with the fifth statement of the first section of the questionnaire.
Sig. = Significance
SPSS Spearman’s Rho Analysis for the First Section of the Questionnaire
(Disposition)
- - - S P E A R M A N C O R R E L A T I O N C O E F F I C I E N T S - - -
AVDISP -.2117
N( 30)
Sig .261
DURATION
(Where AVDISP = Mean Disposition Score)
Appendix Four: Questionnaire Statistics (continued)
SPSS Reliability Analysis for the First Section of the Questionnaire
(Items on Disposition)
R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A)
Mean Std Dev Cases
1. MISTAKES 2.9286 .8997 28
2. FINDOUT 2.9643 .6929 28
3. EXERCISE 3.0714 .7164 28
4. SPEAKING 2.8571 .9315 28
5. TEST 2.8929 .9165 28
N of Cases = 28 (2 Don’t Knows)
N of
Statistics for Mean Variance Std Dev Variables
Scale 14.7143 4.4339 2.1057 5
Inter-item
Correlations Mean Minimum Maximum Range Max/Min Variance
.0736 -.3013 .3784 .6796 -1.2559 .0298
Item-total Statistics
Scale Scale Corrected
Mean Variance Item- Squared Alpha
if Item if Item Total Multiple if Item
Deleted Deleted Correlation Correlation Deleted
MISTAKES 11.7857 3.7302 -.0304 .1508 .3678
FINDOUT 11.7500 3.6759 .1045 .2945 .2341
EXERCISE 11.6429 3.2011 .2807 .2420 .0848
SPEAKING 11.8571 3.1640 .1213 .0712 .2196
TEST 11.8214 3.0410 .1730 .0659 .1624
Reliability Coefficients 5 items
Alpha = .2603 Standardized item alpha = .2843
Appendix Four: Questionnaire Statistics (continued)
SPSS Factor Analysis for the First Section of the Questionnaire
(Items on Disposition)
- - - - - - - - - - - F A C T O R A N A L Y S I S - - - - - - - - - - -
VARIMAX rotation 1 for extraction 1 in analysis 1 - Kaiser Normalization.
VARIMAX converged in 5 iterations.
Rotated Factor Matrix:
Factor 1 Factor 2 Factor 3
MISTAKES .22842 .81926 .15228
FINDOUT .37581 -.76352 .24974
EXERCISE .83268 -.20620 -.08884
SPEAKING -.01125 -.00882 .98166
TEST .68450 .16256 .07787
Factor Transformation Matrix:
Factor 1 Factor 2 Factor 3
Factor 1 .73774 -.63949 .21632
Factor 2 .60565 .76850 .20637
Factor 3 -.29821 -.02124 .95426
Appendix Four: Questionnaire Statistics (continued)
Summary of Perceived Ability Data
n = 30 |
Analyse |
Set aims |
Plan work |
Materials |
Work |
Evaluate |
Mean Ability |
Means: |
2.89 |
2.90 |
2.63 |
2.73 |
2.83 |
2.50 |
2.75 |
Maximum |
4 |
4 |
3 |
4 |
4 |
3 |
|
Minimum |
2 |
2 |
2 |
1 |
1 |
1 |
|
Range |
2 |
2 |
1 |
3 |
3 |
2 |
|
Mode |
3 |
3 |
3 |
3 |
3 |
3 |
|
Standard Deviations |
0.57 |
0.66 |
0.49 |
0.74 |
0.70 |
0.63 |
|
Don’t Knows |
2 |
0 |
0 |
0 |
0 |
0 |
|
Spearman’s Correlation against Duration |
.0459 Sig .817 |
.0666 Sig .727 |
.0040 Sig .983 |
-.1883 Sig .319 |
-.0827 Sig .664 |
-.2853 Sig .126 |
-.1069 Sig .574 |
Key:
Analyse = Score on a 1 - 4 scale of agreement with "I am satisfied with my ability to analyse what English I need to learn in CILL."
Set aims = Score on a 1 - 4 scale of agreement with "I am satisfied with my ability to set myself aims in CILL."
Plan work = Score on a 1 - 4 scale of agreement with "I am satisfied with my ability to plan my work in CILL."
Materials = Score on a 1 - 4 scale of agreement with "I am satisfied with my ability to select materials and activities in CILL."
Work = Score on a 1 - 4 scale of agreement with "I am satisfied with my ability to work without supervision in CILL."
Evaluate = Score on a 1 - 4 scale of agreement with "I am satisfied with my ability to evaluate my progress in CILL."
Sig. = Significance
SPSS Spearman’s Rho Analysis for the Second Section of the Questionnaire
(Perceived Ability)
- - - S P E A R M A N C O R R E L A T I O N C O E F F I C I E N T S - - -
AVABILIT -.1069
N( 30)
Sig .574
DURATION
(Where AVABILIT = Mean Perceived Ability Score)
Appendix Four: Questionnaire Statistics (continued)
SPSS Reliability Analysis for the Second Section of the Questionnaire
(Items on Perceived Ability)
R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A)
Mean Std Dev Cases
1. ANALYSE 2.8929 .5669 28
2. SETAIMS 2.9286 .6627 28
3. PLANWORK 2.6071 .4973 28
4. MATS 2.7500 .7515 28
5. LONEWORK 2.8214 .7228 28
6. EVALUATE 2.5357 .5762 28
N of Cases = 28.0 (2 ‘Don’t Knows’)
N of
Statistics for Mean Variance Std Dev Variables
Scale 16.5357 5.8135 2.4111 6
Inter-item
Correlations Mean Minimum Maximum Range Max/Min Variance
.2960 -.0743 .6333 .7076 -8.5217 .0499
Item-total Statistics
Scale Scale Corrected
Mean Variance Item- Squared Alpha
if Item if Item Total Multiple if Item
Deleted Deleted Correlation Correlation Deleted
ANALYSE 13.6429 4.3862 .4657 .4675 .6499
SETAIMS 13.6071 3.8770 .5738 .4518 .6090
PLANWORK 13.9286 4.3651 .5779 .6199 .6258
MATS 13.7857 4.5450 .2196 .4230 .7378
LONEWORK 13.7143 3.7672 .5431 .4954 .6180
EVALUATE 14.0000 4.7407 .2952 .2972 .6975
Reliability Coefficients 6 items
Alpha = .6990 Standardized item alpha = .7161
Appendix Four: Questionnaire Statistics (continued)
SPSS Factor Analysis for the Second Section of the Questionnaire
(Items on Perceived Ability)
- - - - - - - - - - - F A C T O R A N A L Y S I S - - - - - - - - - - -
VARIMAX rotation 1 for extraction 1 in analysis 1 - Kaiser Normalization.
VARIMAX converged in 3 iterations.
Rotated Factor Matrix:
Factor 1 Factor 2
ANALYSE .85250 -.01547
SETAIMS .78075 .24482
PLANWORK .88712 .08078
MATS -.16148 .93086
LONEWORK .40264 .71038
EVALUATE .33145 .32306
Factor Transformation Matrix:
Factor 1 Factor 2
Factor 1 .91268 .40868
Factor 2 -.40868 .91268
Appendix Six: Visual Aid for Interviews: Screen shot of the CILL home page
Click here for the rest of the appendices.
Last revised on Tuesday, September 24, 2002
If you have any comments, please contact Andy Morrall at ecandym@polyu.edu.hk