Learner Autonomy in L2 Writing: The Role of Academic Self-Concept and Academic Achievement

<table class="table-group" id="tab3"><tr><td><table class="table"><tr><td class="thead-hr" colspan="3"><hr/></td></tr><tr class="thead"><td class="align_left">Scales</td><td class="align_center">Cronbach’s alpha</td><td class="align_center"><i>N</i> of items</td></tr><tr><td class="thead-hr" colspan="3"><hr/></td></tr><tr><td class="align_left">Readiness for autonomy in terms of attitudes</td><td class="align_center">0.736</td><td class="align_center">20</td></tr><tr><td class="align_left">Readiness for autonomy in terms of skills</td><td class="align_center">0.709</td><td class="align_center">11</td></tr><tr><td class="align_left">Readiness for autonomy in terms of strategy use</td><td class="align_center">0.807</td><td class="align_center">15</td></tr><tr><td class="align_left">Total</td><td class="align_center">0.817</td><td class="align_center">46</td></tr><tr class="table-tr"><td colspan="3"><hr class="tbody-hr"/></td></tr></table></td></tr></table>

Education Research International

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Table 3

Table 3: Learner Autonomy in L2 Writing: The Role of Academic Self-Concept and Academic Achievement 