MA ELT Logo 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

 

1. Pilot Questionnaire
2. Pilot Questionnaire Statistics
3. Graph of the linear relationship between the variables ‘Duration’ and ‘Perceived Ability’
4. Questionnaire Statistics
5. Visual Aid for Interviews: Screen shot of the main page of the ‘How to Improve Your English in CILL’ program.
6. Visual Aid for Interviews: Screen shot of the CILL home page
7. Transcript of the Pilot Interview
8. Transcript of the Second Interview
9. Transcript of the Third Interview
10. Transcript of the Fourth Interview
11. Transcript of the Fifth Interview
12. Transcript of the Sixth Interview
13. Supporting Evidence from the Diary of the First Interviewee
14. Supporting Evidence from the Diary of the Second Interviewee
15. Supporting Evidence from the Diary of the Third Interviewee
16. Supporting Evidence from the Diary of the Fourth Interviewee
17. Supporting Evidence from the Diary of the Fifth Interviewee
18. Supporting Evidence from the Diary of the Sixth Interviewee

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 Three: Graph of the Linear Relationship between the Variables ‘Duration’ and ‘Perceived Ability’

 

 

 

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 Five: Visual Aid for Interviews: Screen shot of the main page of the ‘How to Improve Your English in CILL’ program.

 

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