Reliability Assessment and Construct Validation of Translation Competence Questionnaire (TCQ) in Iran

Autor/inn/en	Alavi, Seyyed Mohammad; Ghaemi, Hamed
Titel	Reliability Assessment and Construct Validation of Translation Competence Questionnaire (TCQ) in Iran
Quelle	In: Language Testing in Asia, 3 (2013), Artikel 18 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-0443
DOI	10.1186/2229-0443-3-18
Schlagwörter	Foreign Countries; Construct Validity; Translation; Competence; Questionnaires; Second Language Learning; Majors (Students); Test Reliability; Factor Analysis; Factor Structure; Psychometrics; Iran + Suchen Sie Ihr Suchwort? Ausland; Kompetenz; Fragebogen; Zweitsprachenerwerb; Testreliabilität; Faktorenanalyse; Faktorenstruktur; Psychometry; Psychometrie
Abstract	The present study investigates the construct validation of Translation Competence Questionnaire (TCQ) in the context of Iran. For this purpose, one hundred ninety seven EFL learners, whose major was translation studies at Tabaran, Institute of Higher Education, Mashhad, Iran, were asked to participate in the study and fill in the questionnaire and give it back to the researcher within a week. First, internal consistency of the instrument was assessed using Cronbach's coefficient alpha reliability. Then, confirmatory factor analyses (CFAs) were conducted using LISREL 8.80. The internal consistency analysis of the TCQ utilizing Cronbach's coefficient alpha reached acceptable alpha(s). The results of the CFA as assessed by the CFI/NNFI, RMSEA and chi-x 2, reached acceptable fits. The factor structures were defined and the factors were clearly distinguishable from one another. Based on the findings, the researchers concluded that Translation Competence Questionnaire by Mariana Orozco and Amparo Hurtado Albir, modified and re-developed by Alavi and Ghaemi, has undoubtedly strong psychometric characteristics and good constructs validity in the context of Iran. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01