Validating a Computer-Assisted Language Learning Attitude Instrument Used in Iranian EFL Context: An Evidence-Based Approach

Autor/inn/en	Aryadoust, Vahid; Mehran, Parisa; Alizadeh, Mehrasa
Titel	Validating a Computer-Assisted Language Learning Attitude Instrument Used in Iranian EFL Context: An Evidence-Based Approach
Quelle	In: Computer Assisted Language Learning, 29 (2016) 3, S.561-595 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2014.1000931
Schlagwörter	Foreign Countries; Computer Assisted Instruction; Technology Uses in Education; Educational Technology; Second Language Instruction; English (Second Language); Student Attitudes; Test Construction; Test Validity; Surveys; Factor Analysis; Attitude Measures; Psychometrics; Inferences; High School Students; College Students; Test Reliability; Regression (Statistics); Likert Scales; Iran + Suchen Sie Ihr Suchwort? Ausland; Computer based training; Computerunterstützter Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Testaufbau; Testvalidität; Survey; Umfrage; Befragung; Faktorenanalyse; Psychometry; Psychometrie; Inference; Inferenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Testreliabilität; Regression; Regressionsanalyse; Likert-Skala
Abstract	A few computer-assisted language learning (CALL) instruments have been developed in Iran to measure EFL (English as a foreign language) learners' attitude toward CALL. However, these instruments have no solid validity argument and accordingly would be unable to provide a reliable measurement of attitude. The present study aimed to develop a CALL attitude instrument (CALLAI) to be used in the Iranian EFL context. A pool of 633 survey items was developed and 27 items were judged to be appropriate for measuring CALL attitude. The chosen items were translated and back-translated by experts and were administered to 1001 Iranian EFL learners. The psychometric features of the items were examined using three primary data analysis techniques: principal component analysis (PCA), confirmatory factor analysis (CFA), and the Rasch-Andrich rating scale model. Finally, a validity argument for CALLAI was developed which comprised five primary inferences. The findings from the psychometric analysis were mapped onto the validity framework. The validity framework is generally well-supported, although adding a few items could yield higher reliability coefficients. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01