Validating the English Language Learner Motivation Scale (ELLMS): Pre-college to measure language learning motivational orientations among young ELLs

• Published in: Learning and individual differences Vol. 22; no. 4; pp. 473 - 483
• Main Authors: Ardasheva, Yuliya, Tong, Sze Sze, Tretter, Thomas R.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.08.2012; Elsevier
• Subjects: Cross-validation; Elementary School Students; English (Second Language); English Language Learner Motivation Scale: Pre-College (ELLMS: Pre-College); English Language Learners; Extrinsic motivation; Factor Analysis; Factor Structure; High School Students; Intrinsic motivation; Learning Motivation; Learning Theories; Measures (Individuals); Metacognition; Middle School Students; Psychometrics; Second Language Learning; Self Determination; Validity; English Language Learner Motivation Scale: Pre-College (ELLMS: Pre-College); Intrinsic motivation; English language learners; Cross-validation; Extrinsic motivation
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2012.03.001

This study modified and validated a measure of motivational orientations – grounded in self-determination theory and originally developed for postsecondary students – for use with younger (pre-college) English language learners (ELLs). Exploratory factor analysis results in Sample A (n=528) indicated that the data were best explained by a three-factor solution (intrinsic motivation, introjected regulation, and external regulation) that explained 51.6% of the variance. These results were corroborated by a confirmatory factor analysis in an independent Sample B (n=529; GFI=.97, CFI=.96, SRMR=.04, RMSEA=.05). The test for invariance across the two samples further supported the validity of the measure. The modified instrument, named English Language Learner Motivation Scale (ELLMS): Pre-College, showed strong psychometric characteristics for use with elementary (ages 9–11years), middle (ages 12–14years), and high school (ages 16–17) ELLs. Applications of the measure are discussed. ► This study validated a measure of motivational orientations for ELLs. ► Exploratory factor analysis in Sample A explained 52% of the variance. ► Confirmatory factor analysis in Sample B had a good fit (GFI=.97, CFI=.96). ► Test for invariance across samples supported the new measure validity. ► Intrinsic and extrinsic motivations shared 31% of the variance in common.