Modifying the Study Process Questionnaire for Students Learning English as a Second Language: Comparisons of Reliability and Factor Structure

Abstract

The original English version, a simplified English as a Second Language (ESL) version, and a Malay translation of the Study Process Questionnaire were administered to 192, 257, and 75 students, respectively, from the University of Brunei Darussalam. The ESL version showed the highest coefficients of internal consistency reliability for the scales, followed by the English and Malay versions. Similar factor structures were found for responses to all three versions. The ESL version may be preferable for administration to students for whom English is the medium of instruction but not their first language. The motive and strategy model of learning proposed by J. B. Biggs in 1987 and 1993 seems appropriate for Brunei students.