Validating the Japanese Translation of an Online Vocabulary Learning Strategies Questionnaire with EFL Learners
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| Title: | Validating the Japanese Translation of an Online Vocabulary Learning Strategies Questionnaire with EFL Learners |
|---|---|
| Language: | English |
| Authors: | Andrea Little (ORCID |
| Source: | TESOL Journal. 2026 17(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Japanese, Translation, Questionnaires, Learning Strategies, Vocabulary Development, English (Second Language), Second Language Learning, College Students, Computer Mediated Communication, Test Validity, Foreign Countries |
| Geographic Terms: | Japan |
| DOI: | 10.1002/tesj.70103 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | Questionnaires play a significant role in language learning strategy (LLS) research: they are useful for collecting data quickly, providing baselines for comparison, and raising learners' awareness of their strategy use. However, pre-existing questionnaires are often criticized for lack of validation and being contextually inappropriate. To address this, researchers need to validate and translate questionnaires for their intended context and audience. This study's aim is to validate Gu's VLQ6.4 (2018), developed for ESL learners, with Japanese university EFL learners. As piloting indicated the English was too difficult for some learners to understand, a Japanese translation of the questionnaire (VLQ6.4J) was created. To validate VLQ6.4J, it was administered online to Japanese university EFL students. Data from 501 students were analyzed using Cronbach's alpha, exploratory factor analysis (EFA), and criterion-related validity using CEFR. Although VLQ6.4J correlated with CEFR levels as a whole, Cronbach's alpha and EFA suggested some VLQ6.4J categories, specifically "words should be learned through use," "oral repetition," "visual repetition," and "visual encoding," may not fit Japanese learners. Nevertheless, VLQ6.4J appears to be usable for research and diagnostic purposes although eliminating those categories and conducting confirmatory factor analysis is recommended. The findings, pedagogical implications, and suggestions for further investigations are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498460 |
| Database: | ERIC |
| Abstract: | Questionnaires play a significant role in language learning strategy (LLS) research: they are useful for collecting data quickly, providing baselines for comparison, and raising learners' awareness of their strategy use. However, pre-existing questionnaires are often criticized for lack of validation and being contextually inappropriate. To address this, researchers need to validate and translate questionnaires for their intended context and audience. This study's aim is to validate Gu's VLQ6.4 (2018), developed for ESL learners, with Japanese university EFL learners. As piloting indicated the English was too difficult for some learners to understand, a Japanese translation of the questionnaire (VLQ6.4J) was created. To validate VLQ6.4J, it was administered online to Japanese university EFL students. Data from 501 students were analyzed using Cronbach's alpha, exploratory factor analysis (EFA), and criterion-related validity using CEFR. Although VLQ6.4J correlated with CEFR levels as a whole, Cronbach's alpha and EFA suggested some VLQ6.4J categories, specifically "words should be learned through use," "oral repetition," "visual repetition," and "visual encoding," may not fit Japanese learners. Nevertheless, VLQ6.4J appears to be usable for research and diagnostic purposes although eliminating those categories and conducting confirmatory factor analysis is recommended. The findings, pedagogical implications, and suggestions for further investigations are discussed. |
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| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.70103 |
