The impacts of efl portfolios on students writing skills and their perception towards learner autonomy m a

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE IMPACTS OF EFL WRITING PORTFOLIOS ON STUDENTS’ WRITING SKILLS AND THEIR PERCEPTION TOWARDS LEARNER AUTONOMY A thesis submitted to the Faculty of English Linguistics & Literature In partial fulfillment of the Master’s degree in TESOL By HUYNH THI THUY DUNG Supervised by BUI THI THUC QUYEN, Ph.D HO CHI MINH CITY, August 2019 ACKNOWLEDGEMENT I would like express my sincere gratitude and appreciation to the following wonderful individuals for their support at various stages of this research Without those help, the completion of this work would never have been possible First and foremost, I would like to extend my heartfelt gratitude to my thesis supervisor – Dr Bùi Thị Thục Quyên for her constant encouragement, meticulous guidance, comprehensive advice and endless patience reading my writing with great care and insightful comments Without all of which, this thesis would still be far from finished Her invaluable sympathy, belief and compliment will follow me and help me overcome difficulties not only in life, teaching career but also through my research path My deepest appreciation goes to all of the respectable lecturers of the postgraduate TESOL program at USSH who have generously provided me with precious instruction and motivated me to passionately research in teaching field, especially Dr Đinh Thị Ánh Nguyệt who first inspired me through her excellent implementation of writing portfolios in Research Writing class Words are inadequately usable to express my thanks to the Board of Directors, especially the Dean and Deputy Dean of the Division of Foreign Studies at SEAMEO RETRAC, Dr Trịnh Thị Hoa Mỹ and Dr Phạm Thị Thùy Trang, as well as Mr Nguyễn Mạnh Thường, who gave me permission and provided me with great assistance and favorable environment to conduct my MA thesis from the very first days Along the way, I gratefully acknowledge the help of teenage students at SEAMEO RETRAC Their enthusiastic participation and cooperation provided my with necessary data for analysis and findings I am particularly appreciative of the help of Ms Nguyễn Hoàng Oanh and Mr Nguyễn Minh Giang who supported me with constructive and thoughtful suggestions and discussions I also appreciate Ms Hoàng Thị Nhất Tâm for her useful research resources and advices To my colleagues and close friends, I am deeply thankful to Ms Nguyễn Thị Thanh Hồng, Ms Lương Thị Kim Phụng, Ms Trần Thảo Nguyên, Ms Võ Ngọc Kỳ Duyên and others for their collegial support and sharings over the time i For my family, I am immensely indebted to my unconditionally loving parents, my parents-in-law and other caring family members, especially my passed-away grandmother who gave me special care, unlimited support and encouragement physically and mentally My sincerest thanks are given to my beloved husband, Phạm Trung Nguyên He has always been being by my side, loving me immensely, continuously supporting, understanding and encouraging me with whatever ways that he could, which let me through times of difficulties With his love, I could have sufficient confidence and courage to proceed my very first study I also want to say many thanks to Mr Stephen Duneier for his motivating marginal adjustment method and I hope that he will overcome his stroke and get better health soon Last but not least, I can learn and improve myself a lot, especially my time management skills, my passion and motivation towards doing research, during the two years’ time doing this thesis I would like to express my deepest gratefulness to those who have given me wholehearted support and encouragement during the implementation of my research August 2019 ii DECLARATION OF AUTHORSHIP This is to certify that the thesis entitled “The Impacts of Writing Portfolios on Teenagers’ EFL Writing Skills and Their Perceptions towards Learner Autonomy” submitted today by Huỳnh Thị Thùy Dung is an account of her own work conducted under the guidance of Bùi Thị Thục Quyên, Ph.D and the supervision at the Division of Foreign Study, SEAMEO Regional Training Center In terms of the statement of Requirements for the Thesis in Master’s Program issued by the Higher Degree Committee, this thesis has not been previously submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, 2019 iii RETENTION AND USE OF THE THESIS I hereby state that I, Huỳnh Thị Thùy Dung, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original copy of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan and reproduction of theses Ho Chi Minh City, 2019 iv TABLE OF CONTENT ACKNOWLEDGEMENT i DECLARATION OF AUTHORSHIP iii RETENTION AND USE OF THE THESIS iv TABLE OF CONTENT v LIST OF ABBREVIATIONS ix LIST OF TABLES .x LIST OF FIGURES xi ABSTRACT xii CHAPTER INTRODUCTION Background to the study Context of the study 1.2.1 The general context of the study 1.2.2 The specific context of the study Aims of the study Research questions Significance of the study Scope of the study Outline of the thesis CHAPTER LITERATURE REVIEW 10 2.1 Portfolios in language education 10 2.1.1 Definitions of portfolios 10 2.1.2 Classification of portfolios 12 2.1.3 Components of portfolios 14 2.1.4 Writing portfolios 15 2.1.5 Challenges of using portfolios 17 2.1.6 Benefits of using portfolios 18 2.2 Learner Autonomy 21 2.2.1 Definitions of learner autonomy 21 2.2.2 Versions of learner autonomy 22 2.2.3 Learner autonomy promoting principles in the current study 25 2.3 Review of previous related studies 27 2.4 Conceptual framework of the study 30 CHAPTER METHODOLOGY 34 Research questions and hypotheses 34 v Research design 36 Context of the study 38 Participants and sampling procedure 40 Development Process of WP for EG 44 Writing Assignments for Both Groups 47 Research Instruments 49 3.7.1 Questionnaire 49 3.7.2 Writing pre-test, post-test 51 3.7.3 Validity and reliability 52 3.7.3.1 Validity 52 3.7.3.2 Reliability 53 Procedure of data collection 55 3.8.1 Questionnaire 55 3.8.2 Writing pre-test, post-test 56 Procedure of data analysis 57 3.9.1 Statistical methods for the questionnaire 57 3.9.2 Statistical methods for students’ writing pre-test and post-test 57 CHAPTER RESULTS AND DISCUSSION 59 4.1 Analysis of data 59 4.1.1 Distribution of the questionnaire data 59 4.1.2 Reliability of the questionnaire 61 4.1.3 Inter-rater reliability of EG and CG students’ scores rated by two scorers in writing pre-test and post-test 64 4.1.4 Research question 1: The extent to which WP promoted learner autonomy dimensions 65 The extent to which WP enhanced learner involvement 65 The extent to which WP fostered students’ appropriate use of English 67 The extent to which WP promoted students’ reflection 70 4.1.5 Research question 2: The impact of WP on students’ achievement in learning writing skills 71 Comparing EG and CG students’ writing scores of the pre-test 71 Comparing EG students’ writing scores before and after the treatment 73 Comparing EG and CG students’ writing scores of the post-test 73 4.2 Discussion of results 76 4.2.1 The extent to which learner autonomy dimensions were promoted by WP 76 4.2.2 The impact of WP on students’ achievement in writing skills 81 vi Chapter summary 85 CHAPTER CONCLUSION 86 5.1 Summary of the study 86 5.2 Pedagogical implications 89 5.3 Limitations and suggestions for future research 91 REFERENCES 93 APPENDICES 104 APPENDIX 105 Interpretations of Research Questions and 105 APPENDIX 107 Guidelines for Peer-reflection on Writing Assignments 107 APPENDIX 3A 109 Guidelines for Self-reflection on Writing Assignments 109 APPENDIX 3B 112 Guidelines for Self-reflection on Writing Assignments 112 (Included in guidelines for self-reflection on writing assignments) 112 APPENDIX 114 Guidelines for Conference Reflection 114 APPENDIX 115 Course Schedule 115 APPENDIX 117 Congruence of the Course Schedule and WP Assignments 117 APPENDIX 118 Questionnaire – English Version 118 APPENDIX 122 Questionnaire – Vietnamese Version 122 APPENDIX 127 Writing Pre-test 127 APPENDIX 10 128 Writing Post-test 128 APPENDIX 11 129 Writing sheet 129 APPENDIX 12A 130 Marking Scheme for Writing Test Part 130 APPENDIX 12B 131 vii Marking Scheme for Writing Test Part 131 APPENDIX 13 133 Writing Correction Key 133 APPENDIX 14 135 Personal profile 135 APPENDIX 15 136 Output of Normal Distribution Test 136 APPENDIX 16 157 Output of Cronbach’s Alpha Computation 157 viii LIST OF ABBREVIATIONS CERF Common European Framework for Reference CG Control group EFL English as a Foreign Language EG Experimental group ELP European Language Portfolios ESL English as a Second Language FCE First Certificate in English L1 First language L2 Second language p./pp page/pages SEAMEO RETRAC Southeast Asian Ministers of Education Organization – Regional Training Center SINT-B Solutions – Intermediate – B (Units – 10) TESOL Teaching English to Speakers of Other Languages USSH University of Social Sciences and Humannities WP Writing portfolios ZPD Zone of Proximal Development ix Kurtosis Increase Mean English use by 95% Lower thinking in Confidence Bound English about Interval for Upper how to improve Mean Bound 5% Trimmed Mean Median Variance Std Deviation Minimum Maximum Range Interquartile Range Skewness Kurtosis Reflect on the Mean way I planned 95% Lower for my writing Confidence Bound Interval for Upper Mean Bound 5% Trimmed Mean Median Variance Std Deviation Minimum Maximum Range Interquartile Range Skewness Kurtosis Reflect on the Mean way I monitored 95% Lower my writing Confidence Bound Interval for Upper Mean Bound 5% Trimmed Mean Median Variance Std Deviation Minimum 152 2.139 2.83 608 054 2.73 2.94 2.85 3.00 175 418 -1.090 1.242 3.10 309 608 113 2.87 3.33 3.06 3.00 769 877 424 -.473 2.93 2.76 3.10 2.93 3.00 436 660 309 608 085 Maximum Range Interquartile Range Skewness Kurtosis Reflect on the Mean way I evaluated 95% Lower my writing Confidence Bound Interval for Upper Mean Bound 5% Trimmed Mean Median Variance Std Deviation Minimum Maximum Range Interquartile Range Skewness Kurtosis Reflect on the Mean way reflected 95% Lower on my Confidence Bound classmates Interval for Upper writing Mean Bound 5% Trimmed Mean Median Variance Std Deviation Minimum Maximum Range Interquartile Range Skewness Kurtosis Reflect on my Mean plan for 95% Lower improving my Confidence Bound writing Interval for Upper Mean Bound 5% Trimmed Mean 153 071 -.631 3.42 309 608 102 3.21 3.62 3.41 3.00 620 787 -.038 -.383 3.38 309 608 086 3.21 3.56 3.41 3.00 444 666 -.266 -.348 3.03 2.84 3.22 3.04 309 608 095 Median Variance Std Deviation Minimum Maximum Range Interquartile Range Skewness Kurtosis Reflect on skills Mean for logically 95% Lower organizing Confidence Bound ideas learnt Interval for Upper Mean Bound 5% Trimmed Mean Median Variance Std Deviation Minimum Maximum Range Interquartile Range Skewness Kurtosis Reflection on Mean skills for 95% Lower developing the Confidence Bound content learnt Interval for Upper Mean Bound 5% Trimmed Mean Median Variance Std Deviation Minimum Maximum Range Interquartile Range Skewness Kurtosis Mean 154 3.00 541 736 2 -.053 -1.113 3.03 309 608 123 2.79 3.28 3.06 3.00 914 956 -.188 -1.118 3.05 309 608 137 2.78 3.32 3.09 3.00 1.133 1.064 -.451 -1.051 3.18 309 608 131 Reflect on new vocabulary learnt from doing the task 95% Lower Confidence Bound Interval for Upper Mean Bound 5% Trimmed Mean Median Variance Std Deviation Minimum Maximum Range Interquartile Range Skewness Kurtosis Reflect on Mean sentence 95% Lower variations/transi Confidence Bound tions use learnt Interval for Upper Mean Bound 5% Trimmed Mean Median Variance Std Deviation Minimum Maximum Range Interquartile Range Skewness Kurtosis Reflect on Mean mechanics use 95% Lower learnt Confidence Bound Interval for Upper Mean Bound 5% Trimmed Mean Median Variance Std Deviation Minimum Maximum 2.92 3.45 3.20 3.00 1.034 1.017 -.282 -.576 3.08 2.83 3.34 3.07 3.00 993 996 -.065 -1.374 3.22 2.96 3.47 3.20 3.00 986 993 155 309 608 129 309 608 128 Range Interquartile Range Skewness Kurtosis 156 -.133 309 -1.019 608 APPENDIX 16 Output of Cronbach’s Alpha Computation RELIABILITY /VARIABLES=SD1 I1 I2 I3 I7 /SCALE('INVENTORY THE TASK') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=TOTAL SCALE 1: INVENTORY THE TASK Reliability Statistics Cronbach's Alpha N of Items 854 Mean 15.07 Scale Statistics Variance Std Dev 5.521 2.350 N of Items Item Statistics Item Preview requirement of the task Preview requirement of the task outcome Set goals for the writing task Recognize frequent difficulties in writing Item Mean 3.95 3.67 3.63 3.82 Preview requirement of the task Preview requirement of the task outcome Set goals for the writing task Recognize frequent difficulties in writing Std Dev .790 510 758 725 N 60 60 60 60 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted 11.12 2.952 716 809 11.40 3.837 713 826 11.43 3.063 709 810 11.25 3.174 706 910 è Delete I7 so that the scale can achieve the highest possible Alpha 157 RELIABILITY /VARIABLES=I4 I5 I6 I8 /SCALE('Prepare for my performance') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=TOTAL SCALE 2: PREPARE FOR MY PERFORMANCE Reliability Statistics Cronbach's Alpha N of Items 620 Mean 15.63 Scale Statistics Variance Std Dev N of Items 4.406 2.099 Item Statistics Item Prepare necessary vocabulary for the task Prepare necessary grammar for the task Prepare necessary ideas for the task Think of how to overcome the difficulties Std Dev .720 659 778 685 N 60 60 60 60 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted Item Mean 3.92 3.80 4.07 3.85 Prepare necessary vocabulary for the task Prepare necessary grammar for the task Prepare necessary ideas for the task Think of how to overcome the difficulties 11.72 2.512 603 599 11.83 2.684 597 610 11.57 2.690 435 608 11.78 2.952 619 728 è Delete I8 so that the scale can achieve the highest possible Alpha 158 RELIABILITY /VARIABLES=I9 I10 I11 I12 I13 I14 /SCALE('Check my performance while writing') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=TOTAL SCALE 3: CHECK MY PERFORMANCE WHILE WRITING Reliability Statistics Cronbach's Alpha N of Items 792 Mean 20.92 Scale Statistics Variance Std Dev 4.722 2.173 Item Statistics Item Mean Check logical organization while writing 3.52 10 Check content development while writing 3.55 11 Check vocabulary use while writing 3.58 Check sentence variation/transitions while 12 3.47 writing 13 Check mechanics use while writing 3.57 Identify difficulties in writing while you are 14 3.23 writing 10 11 12 13 14 Std Dev .537 502 530 N 60 60 60 503 60 593 60 427 60 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted Item N of Items Check logical organization while writing (I1) Check content development while writing (I2) Check vocabulary use while writing (I3) Check sentence variation/transitions while writing Check mechanics use while writing Identify difficulties in writing while you are writing 17.40 3.193 647 734 17.37 3.287 650 735 17.33 3.379 545 759 17.45 3.438 552 758 17.35 2.875 744 704 17.68 4.322 723 838 è Delete I14 so that the scale can achieve the highest possible Alpha 159 RELIABILITY /VARIABLES=I15 I16 I17 I18 I19 I20 /SCALE('Control and modify my performance while writing') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=TOTAL SCALE 4: CONTROL AND MODIFY MY PERFORMANCE WHILE WRITING Reliability Statistics Cronbach's Alpha N of Items 901 Mean 18.87 Scale Statistics Variance Std Dev 13.982 3.739 Item Statistics Item Mean Modify the illogically organized ideas while 15 2.72 writing Modify the inappropriately developed content 16 2.68 while writing Correct the wrong vocabulary use while 17 3.60 writing Correct the incorrect sentence 18 3.60 variation/transitions while writing 19 Correct mechanical mistakes while writing 3.40 20 Manage to overcome difficulties in writing 2.87 16 17 18 19 20 N 640 60 701 60 718 60 588 60 1.123 676 60 60 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted Item 15 Std Dev N of Items Modify the illogically organized ideas while writing Modify the inappropriately developed content while writing Correct the wrong vocabulary use while writing Correct the incorrect sentence variation/transitions while writing Correct mechanical mistakes while writing Manage to overcome difficulties in writing 160 16.15 10.536 730 886 16.18 9.949 801 875 15.27 9.894 791 875 15.27 10.775 741 886 15.47 7.575 832 884 16.00 10.678 645 896 RELIABILITY /VARIABLES=I21 I22 I23 I24 I25 I26 /SCALE('Evaluate my performace after writing') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=TOTAL SCALE 5: EVALUATE MY PERFORMACE AFTER WRITING Reliability Statistics Cronbach's Alpha N of Items 872 Mean 20.87 Scale Statistics Variance Std Dev 8.524 2.920 Item Statistics Item Mean 21 Evaluate logical organization in my writing 3.52 22 Evaluate content development in my writing 3.48 23 Evaluate vocabulary use in my writing 3.78 Evaluate sentence variation/transitions in my 24 3.45 writing 25 Evaluate mechanics in my writing 3.65 Evaluate the way I overcame difficulties to 26 2.98 complete my writing 22 23 24 25 26 N 60 60 60 649 60 755 60 390 60 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted Item 21 Std Dev .596 567 715 N of Items Evaluate logical organization in my writing Evaluate content development in my writing Evaluate vocabulary use in my writing Evaluate sentence variation/transitions in my writing Evaluate mechanics in my writing Evaluate the way I overcame difficulties to complete my writing 161 17.35 5.825 814 826 17.38 5.969 806 829 17.08 5.874 617 862 17.42 5.705 774 831 17.22 5.495 695 849 17.88 7.562 377 870 RELIABILITY /VARIABLES=I30 I31 I32 /SCALE('Increase spoken English use') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=TOTAL SCALE 6: INCREASE SPOKEN ENGLISH USE Reliability Statistics Cronbach's Alpha N of Items 775 Mean 10.12 Scale Statistics Variance Std Dev .918 958 N of Items Item Statistics Item 30 31 32 Mean Increase English use by making spoken peerreflection Increase English use by listening to my classmates reflection Increase English use by having English discussion 31 32 N 3.33 542 60 3.42 497 60 3.37 520 60 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted Item 30 Std Dev Increase English use by making spoken peer-reflection Increase English use by listening to my classmates reflection Increase English use by having English discussion 162 6.78 512 646 722 6.70 654 621 676 6.75 564 609 680 RELIABILITY /VARIABLES=I27 I28 I29 I33 I34 I35 I36 I37 I38 /SCALE('Increase written English use') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=TOTAL SCALE 7: INCREASE WRITTEN ENGLISH USE Reliability Statistics Cronbach's Alpha N of Items 836 Scale Statistics Mean 33.47 Variance 45.067 Std Dev N of Items 6.713 Item Statistics Item 27 28 29 33 34 35 36 37 38 Mean Increase English use by practicing writing to complete the assignments Increase English use by proofreading the first draft of the writing Increase English use by editing the first Increase English use by making English planning notes Increase English use by making English evaluating notes Increase English use by making English peer-reflection Increase English use by reading my classmates reflection Increase English use by making English reflection Increase English use by taking English planning notes 28 29 33 34 35 36 37 38 N 3.80 576 60 3.85 840 60 3.67 3.53 3.77 4.27 3.55 3.67 3.37 1.203 929 1.064 660 1.016 752 956 60 60 60 60 60 60 60 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance If Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted Item 27 Std Dev Increase English use by practicing writing to complete the assignments Increase English use by proofreading the first draft of the writing Increase English use by editing the first Increase English use by making English planning notes Increase English use by making English evaluating notes Increase English use by making English peer-reflection Increase English use by reading my classmates reflection Increase English use by making English reflection Increase English use by taking English planning notes 29.67 40.599 563 833 29.62 36.579 766 841 29.80 31.451 802 826 29.93 35.080 826 829 29.70 33.231 823 826 29.20 40.366 608 835 29.92 33.976 820 828 29.80 36.773 828 830 30.10 34.837 825 829 è Delete I28 so that the scale can achieve the highest possible Alpha 163 RELIABILITY /VARIABLES=I39 I40 I41 I42 I43 I44 /SCALE('Increase the use of English as a language of thought') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=TOTAL SCALE 8: INCREASE THE USE OF ENGLISH AS A LANGUAGE OF THOUGHT Reliability Statistics Cronbach's Alpha N of Items 804 Item 39 40 41 42 43 44 Item Statistics Mean Increase English use by thinking in English 2.80 when planning Increase English use by thinking in English 3.45 when monitoring Increase English use by thinking in English 3.12 when evaluating Increase English use by thinking in English 3.85 when peer-reflecting Increase English use by thinking in English 2.88 when receiving Increase English use by thinking in English 2.83 about how to improve 40 41 42 43 44 Std Dev N of Items N 755 60 4.061 60 415 60 444 60 324 60 418 60 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted Item 39 Mean 18.93 Scale Statistics Variance Std Dev 19.385 4.403 Increase English use by thinking in English when planning Increase English use by thinking in English when monitoring Increase English use by thinking in English when evaluating Increase English use by thinking in English when peerreflecting Increase English use by thinking in English when receiving Increase English use by thinking in English about how to improve 164 16.13 7.846 652 750 15.48 7.712 612 759 15.82 7.068 640 800 15.08 6.620 748 774 16.05 5.828 661 681 16.10 7.176 709 707 RELIABILITY /VARIABLES=I45 I46 I47 I48 I49 /SCALE('Reflect on my learning') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=TOTAL SCALE 9: REFLECT ON MY LEARNING Reliability Statistics Cronbach's Alpha N of Items 851 Mean 15.87 Scale Statistics Variance Std Dev 8.795 2.966 Item Statistics Item Mean 45 Reflect on the way I planned for my writing 3.10 46 Reflect on the way I monitored my writing 2.93 47 Reflect on the way I evaluated my writing 3.42 48 Reflect on the way reflected on my 3.38 classmates writing 49 Reflect on my plan for improving my writing 3.03 46 47 48 49 N 60 60 60 666 60 736 60 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted Item 45 Std Dev .877 660 787 N of Items Reflect on the way I planned for my writing Reflect on the way I monitored my writing Reflect on the way I evaluated my writing Reflect on the way reflected on my classmates writing Reflect on my plan for improving my writing 165 12.77 5.267 685 817 12.93 6.267 633 828 12.45 5.472 734 800 12.48 6.017 714 809 12.83 6.175 569 843 RELIABILITY /VARIABLES=I50 I51 I52 I53 I54 /SCALE('Reflect on what I learnt from the task') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=TOTAL SCALE 10: REFLECT ON WHAT I LEARNT FROM THE TASK Reliability Statistics Cronbach's Alpha N of Items 931 Mean 15.57 Scale Statistics Variance Std Dev 19.843 4.455 Item Statistics Item Mean Reflect on skills for logically organizing ideas 50 3.03 learnt Reflection on skills for developing the content 51 3.05 learnt Reflect on new vocabulary learnt from doing 52 3.18 the task Reflect on sentence variations/transitions use 53 3.08 learnt 54 Reflect on mechanics use learnt 3.22 51 52 53 54 N 956 60 1.064 60 1.017 60 996 60 993 60 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted Item 50 Std Dev N of Items Reflect on skills for logically organizing ideas learnt Reflection on skills for developing the content learnt Reflect on new vocabulary learnt from doing the task Reflect on sentence variations/transitions use learnt Reflect on mechanics use learnt 166 12.53 13.406 789 921 12.52 12.254 866 906 12.38 13.190 761 926 12.48 12.830 843 911 12.35 12.909 833 913