ETAS: An Instrument for Measuring Attitudes towards Learning English with Technology

Autor/inn/en	Kearney, Sharon; Gallagher, Silvia; Tangney, Brendan
Titel	ETAS: An Instrument for Measuring Attitudes towards Learning English with Technology
Quelle	In: Technology, Pedagogy and Education, 29 (2020) 4, S.445-461 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2020.1764381
Schlagwörter	Attitude Measures; Technology Uses in Education; Secondary School Students; Test Construction; Psychometrics; Student Attitudes; Learner Engagement; Self Esteem; Psychological Patterns; Foreign Countries; Gender Differences; Student Behavior; Test Validity; Language Arts; English Instruction; Ireland + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Testaufbau; Psychometry; Psychometrie; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Ausland; Geschlechterkonflikt; Student behaviour; Testvalidität; Sprachkultur; English langauage lessons; Englischunterricht; Irland
Abstract	Information and communication technology (ICT) increasingly is utilised in second-level English education, aiming to engage students, yet quantitative instruments for evaluating the impact of technology-mediated learning experiences are lacking. This article presents the rationale, development and psychometric analysis of the English and Technology Attitudes Scale (ETAS): a 19-item instrument designed to evaluate students' attitudes towards English and technology and monitor changes. Five constructs are measured: behavioural engagement; technology confidence; English confidence; emotional engagement; and learning with technology. Using the ETAS, this study revealed insights to Irish students' (n = 419) attitudes that can inform approaches to teaching and learning with ICT. Despite strong technology confidence, a high proportion of students report poor attitudes towards learning English with technology. Moreover, males have significantly more positive attitudes towards learning English with technology, yet females have significantly higher engagement in English. These findings demonstrate both the need for and the usefulness of this instrument. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01