The Predictive Value of the Self-regulating Capacity in Vocabulary Learning Scale

Since its introduction in 2006, the Self-regulating Capacity in Vocabulary Learning Scale (SRCvoc) has stirred significant controversy in the study of strategic learning in foreign language acquisition. Proponents argue that the reconceptualization of strategic learning through the theoretical lens of self-regulated learning resolves the ‘lack of theoretical clarification about the nature of language learning strategies’ (Yeşilbursa and Bilican 2013: 882); however, others warn ‘of the dangers of replacing an old system too hastily with a new one that is still in its infancy’ (Rose 2012: 98). Much of the work to establish the construct validity of the SRCvoc has been conducted through internal item and factor analyses (Tseng et al. 2006; Tseng 2009; Mizumoto and Takeuchi 2012; Yeşilbursa and Bilican 2013). The current study adds to this conversation by externally examining the convergent validity of the SRCvoc. As a measure of students’ self-reported capacity for the behavioral strategy of volition control, ‘a mediating force between the intention to learn and action’ (Tseng 2009: 1408), the SRCvoc should be related to the motivational constructs associated with self-regulated learning. Hence, the current study seeks to answer the question: to what extent does SRCvoc scale predict the motivational characteristics of self-regulated learners included in the Motivated Strategies for Learning Questionnaire (MSLQ)?