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102 APPENDICE
103 APPENDIX A: Language Learning Strategy Scale Memory 1. I use flashcards to learn new English words. 2. I use rhymes to help me learn new English words. 3. I act out new English words. 4. I use new English words in a sentence to help me learn them. 5. I learn new words by thinking about when I can use them. 6. When I hear a new English word I think of a picture to help me learn the word. 7. I learn new words by thinking about where I first saw them on the page, on the board, or on a street sign. Cognitive 8. I read for fun in English. 9. I first read a page (a text) quickly and then go back and read it carefully. 10. I look for words in English that are like my own language. 11. I break long words into small parts to figure out what they mean. 12. I make summaries of things I hear or read in English. Compensation 13. If I can’t think of an English word, I show what I mean with my hands. 14. I make up a new word if I can’t think of an English word. 15. When I read in English, I don’t look up every new word in a dictionary. 16. I try to guess (predict) what people will say next in English. 17. If I can’t think of an English word, I use a word that means the same thing. Metacognitive 18. I see my English mistakes and try to do better. 19. I listen well (carefully) when people speak English. 20. I look for ways to be a better student of English. 21. I think about how well I am doing in English. Affective 22. I give myself a gift or a treat when I do well in English. 23. I write about how I feel when I am learning English in my journal. 24. I talk to people about how I feel when I am learning English. Social 25. If I don’t understand, I ask English speakers to slow down or say it again. 26. I ask English speakers to correct me when I talk. 27. I practice English with other students. 28. I ask for help from English speakers.
104 APPENDIX B: E-Learning Self-Efficacy Scale 1. I navigate online course materials efficiently. 2. I find the course syllabus online. 3. I communicate effectively with my instructor via e-mail. 4. I communicate effectively with technical support via e-mail, telephone, or live online chat. 5. I submit assignments to an online drop box. 6. I overcome technical difficulties on my own. 7. I navigate the online grade book. 8. I manage time effectively. 9. I complete all assignments on time. 10. I learn to use a new type of technology efficiently. 11. I learn without being in the same room as the instructor. 12. I learn without being in the same room as other students. 13. I search the Internet to find the answer to a course-related question. 14. I search the online course materials. 15. I communicate using asynchronous technologies (discussion boards, e-mail, etc.). 16. I meet deadlines with very few reminders. 17. I complete a group project entirely online. 18. I use synchronous technology to communicate with others (such as Skype). 19. I focus on schoolwork when faced with distractions. 20. I develop and follow a plan for completing all required work on time. 21. I use the library’s online resources efficiently. 22. When a problem arises, I promptly ask questions in the appropriate forum (e-mail, discussion board, etc.).
105 APPENDIX C: Academic Dishonesty Scale 1. I use crib notes on a test. 2. I copy from another student on the test. 3. I help someone cheat on a test. 4. I cheat on a test in any other way. 5. I manually pass answers in an exam. 6. I have someone check over a paper before turning it in. 7. I ask someone about the content of an exam from someone who has taken it. 8. I give information about the content of an exam to someone who has not yet taken it. 9. I work with others on an individual project. 10. I visit a professor to influence a grade. 11. I take credit for full participation in a group project without doing a fair share of the work. 12. I receive substantial, unprecedented help on an assignment. 13. I copy a few sentences of material from a published source without footnoting it. 14. I fabricate or falsify a bibliography. 15. I purchase or find a paper off the Internet to submit as my own work. 16. I use a cell phone to text messages asking for help during an exam. 17. I use a cell phone or another device to photograph an exam.
106 APPENDIX D: Informed Consent and Survey Instrument Language Learning Strategies, E-Learning Self-Efficacy, and Academic Dishonesty Survey PURPOSE AND PROCEDURES You are being asked to take part in a research study. Before you participate in this study, it is important that you understand why the research is being done and what it will involve. Please read the following information carefully. Please ask the researcher if there is anything that is not clear or if you need more information. The purpose of this study is to gather information about the relationship between language learning strategies, elearning self-efficacy, and academic honesty. Your participation in this study will involve the completion of a questionnaire only. RISKS No potential risk or hazard in participating in this study. BENEFITS Research findings will investigate the students’ perception of language learning strategies, e-learning self-efficacy, and academic honesty. COST/REIMBURSEMENT There is no cost to you for participating in this study, nor is there any reimbursement for your effort. PARTICIPANTS RIGHTS Participation in this study is totally voluntary. You have the right to refuse to complete the survey. CONFIDENTIALITY Your identity will be protected because you will not be required to put your name on the questionnaire and the result of the study will be analyzed and reported as general information. QUESTIONS/COMPLAINTS If you have any questions regarding this study, you may contact Roger Oconnor Valenzuela. Any complaints should be directed to the (Chair of the Internal Review Board, Asia-Pacific International University). INFORMED CONSENT STATEMENT By completing this survey, you are indicating that you have reviewed this consent form and understand the potential risks and benefits of the study. Years in Program Gender Major Religion Freshman Male Business Buddhist SSophomore Female Education Christian Junior English Adventist
107 Senior Religion Other Science Info Tech Nursing Place an X in the box that indicates your opinion of the statement. 1 = Never/Almost Never, 2 = Seldom, 3 = Sometimes, 4 = Often, and 5 = Always/Almost Always Statements N 1 S 2 ST 3 O 4 A 5 1 I use flashcards to learn new English words. 2 I use rhymes to help me learn new English words. 3 I act out new English words. 4 I use new English words in a sentence to help me learn them. 5 I learn new words by thinking about when I can use them. 6 When I hear a new English word I think of a picture to help me learn the word. 7 I learn new words by thinking about where I first saw them on the page, on the board, or on a street sign. 8 I read for fun in English. 9 I first read a page (a text) quickly and then go back and read it carefully. 10 I look for words in English that are like my own language. 11 I break long words into small parts to figure out what they mean. 12 I make summaries of things I hear or read in English. 13 If I can’t think of an English word, I show what I mean with my hands. 14 I make up a new word if I can’t think of an English word. 15 When I read in English, I don’t look up every new word in a dictionary. 16 I try to guess (predict) what people will say next in English.
108 17 If I can’t think of an English word, I use a word that means the same thing. 18 I see my English mistakes and try to do better. 19 I listen well (carefully) when people speak English. 20 I look for ways to be a better student of English. 21 I think about how well I am doing in English. 22 I give myself a gift or a treat when I do well in English. 23 I write about how I feel when I am learning English in my journal. 24 I talk to people about how I feel when I am learning English. 25 If I don’t understand, I ask English speakers to slow down or say it again. 26 I ask English speakers to correct me when I talk. 27 I practice English with other students. 28 I ask for help from English speakers. 29 I navigate online course materials efficiently. 30 I find the course syllabus online. 31 I communicate effectively with my instructor via e-mail. 32 I communicate effectively with technical support via e-mail, telephone, or live online chat. 33 I submit assignments to an online drop box. 34 I overcome technical difficulties on my own. 35 I navigate the online grade book. 36 I manage time effectively. 37 I complete all assignments on time. 38 I learn to use a new type of technology efficiently 39 I learn without being in the same room as the instructor. 40 I learn without being in the same room as other students.
109 41 I search the Internet to find the answer to a course-related question. 42 I search the online course materials. 43 I communicate using asynchronous technologies (discussion boards, e-mail, etc.). 44 I meet deadlines with very few reminders. 45 I complete a group project entirely online. 46 I use synchronous technology to communicate with others (such as Skype). 47 I focus on schoolwork when faced with distractions. 48 I develop and follow a plan for completing all required work on time. 49 I use the library’s online resources efficiently. 50 When a problem arises, I promptly ask questions in the appropriate forum (e-mail, discussion board, etc.). 51 I use crib notes on a test. 52 I copy from another student on the test. 53 I help someone cheat on a test. 54 I cheat on a test in any other way. 55 I manually pass answers in an exam. 56 I have someone check over a paper before turning it in. 57 I ask someone about the content of an exam from someone who has taken it. 58 I give information about the content of an exam to someone who has not yet taken it. 59 I work with others on an individual project. 60 I visit a professor to influence a grade. 61 I take credit for full participation in a group project without doing a fair share of the work. 62 I receive substantial, unprecedented help on an assignment.
110 63 I copy a few sentences of material from a published source without footnoting it. 64 I fabricate or falsify a bibliography. 65 I purchase or find a paper off the Internet to submit as my own work. 66 I use a cell phone to text messages asking for help during an exam. 67 I use a cell phone or another device to photograph an exam.
111 APPENDIX E: Coding for Statistical Analysis in R Studio #Packages library(readr) library(psych) library(Rmisc) library(dplyr) library(psychonetrics) library(apaTables) df <- read_csv("C:/Users/Admin/Downloads/Data.csv") #Remember the function "View" #Demographics prop.table(table(df$Gender)) prop.table(table(df$Year)) prop.table(table(df$Major)) prop.table(table(df$Religion)) #To delete a column df$...73 <-NULL #LLS Sub-Variables df$Memory<-rowMeans(df[,6:12],na.rm = T) df$Cognitive<-rowMeans(df[,13:17],na.rm = T) df$Compensation<-rowMeans(df[,18:22],na.rm = T) df$Metacognitive<-rowMeans(df[,23:26],na.rm = T) df$Affective<-rowMeans(df[,27:29],na.rm = T) df$Social<-rowMeans(df[,30:33],na.rm = T)
112 #Cronbach Alpha of LLS Sub-Variables psych::alpha(df[,6:12],check.keys = T) psych::alpha(df[,13:17],check.keys = T) psych::alpha(df[,18:22],check.keys = T) psych::alpha(df[,23:26],check.keys = T) psych::alpha(df[,27:29],check.keys = T) psych::alpha(df[,30:33],check.keys = T) #ELSE Sub-Variables df$Learning<-rowMeans(df[,c(32,34,38:40,43,45:46,49:50)],na.rm = T) df$Technology<-rowMeans(df[,c(29:31,33,35,41:42)],na.rm = T) df$Time<-rowMeans(df[,c(36:37,44,47:48)],na.rm = T) #Cronbach Alpha of ELSE Sub-Variables psych::alpha(df[,c(32,34,38:40,43,45:46,49:50)],check.keys = T) psych::alpha(df[,c(29:31,33,35,41:42)],check.keys = T) psych::alpha(df[,c(36:37,44,47:48)],check.keys = T) #Main Variables df$LLS<-rowMeans(df[,6:33],na.rm = T) df$ELSE<-rowMeans(df[,34:55],na.rm = T) df$AD<-rowMeans(df[,56:72],na.rm = T) #Cronbach Alpha of Main Variables psych::alpha(df[,6:33],check.keys = T) psych::alpha(df[,34:55],check.keys = T) psych::alpha(df[,56:72],check.keys = T) #Research Question 1 Descriptive Statistics
113 apply(na.omit(df[6:84]),2,CI) apply(df[,6:84],2,sd,na.rm=T) apply(df[,6:84],2,range,na.rm=T) #Research Question 2 Comparison #Gender Differences (T-Test) t.test(LLS~Gender,df) t.test(ELSE~Gender,df) t.test(AD~Gender,df) t.test(Compensation~Gender,df) t.test(Cognitive~Gender,df) #Differences by Year (ANOVA) LLSaov<-aov(LLS~Year,df) summary(LLSaov) ELSEaov<-aov(ELSE~Year,df) summary(ELSEaov) ADaov<-aov(AD~Year,df) summary(ADaov) #Means & Standard Deviations of Majors with AD as the Criterion aggregate(df$AD, list(df$Major), FUN = mean) aggregate(df$AD, list(df$Major), FUN = sd) #Differences by Major (ANOVA) LLSaov<-aov(LLS~Major,df) summary(LLSaov) ELSEaov<-aov(ELSE~Major,df)
114 summary(ELSEaov) ADaov<-aov(AD~Major,df) summary(ADaov) TukeyHSD(ADaov) Metacognitiveaov<-aov(Metacognitive~Religion, df) Summary(Metacognitiveaov) TukeyHSD(Metacognitiveaov) #Differences by Religion (ANOVA) LLSaov<-aov(LLS~Religion,df) summary(LLSaov) ELSEaov<-aov(ELSE~Religion,df) summary(ELSEaov) ADaov<-aov(AD~Religion,df) summary(ADaov) #Research Question 3 Relational #Correlation corr.test(df[,c(81, 73:78, 82:84)]) corr.test(df[,c(79:81)]) plot(df$AD,df$Affective,main = "Academic Dishonesty & Affective Strategies", xlab = 'AD', ylab = 'AF') abline(lm(LLS~ELSE,df),col='red', lwd=5) plot(df$Technology,df$Social,main = "Technology Use & Social Startegies", xlab = 'TC', ylab = 'SC') abline(lm(LLS~AD,df),col='blue', lwd=5) #Regression
115 model<- lm(AD~Memory+Cognitive+Compensation+Metacognitive+Affective+sSocial+Learning +Technology+Time+Gender+Year+Major+Religion,df) summary(model) #APA Tables apa.reg.table(model,filename = "reg_table.doc") apa.cor.table(df[,c(79:81)], "cor_table.doc") apa.aov.table(LLSaov,"LLSANOVA.doc") apa.aov.table(ELSEaov,"ELSEANOVA.doc") apa.aov.table(ADaov,"ADANOVA.doc")