Grammar Anxiety Scale: The Validity and Reliability Study

Autor/inn/en	Çelikpazu, Esra Ekinci; Tasdemir, Fazilet
Titel	Grammar Anxiety Scale: The Validity and Reliability Study
Quelle	In: Participatory Educational Research, 9 (2022) 4, S.343-366 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çelikpazu, Esra Ekinci) ORCID (Tasdemir, Fazilet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Anxiety; Grammar; Test Construction; Turkish; College Students; Test Reliability; Test Validity; Second Language Learning; Measures (Individuals); Gender Differences; Age Differences; Student Characteristics; Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Angst; Grammatik; Testaufbau; Türkisch; Collegestudent; Testreliabilität; Testvalidität; Zweitsprachenerwerb; Messdaten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied
Abstract	Anxiety is an affective variable that impacts learning negatively by impeding cognitive progress. Anxiety is associated with learners' individual differences such as beliefs, attitudes, expectations, motivation, and emotions. It has been determined in many studies that anxiety affects language learning negatively and interferes with many types of learning. The purpose of this study is to develop a measurement tool that will determine the level of anxiety students experience or may experience during the learning process of grammar. The population of the study consists of Turkish Language Teaching students receiving education in the academic year of 2019-2020. The sample of the study comprised of 328 participants who were selected by the random sampling method among the students studying at public university in Turkey. When scale score ranges are examined, it is seen that high scores indicate high anxiety, and low scores indicate low anxiety. It was verified as a result of the analysis that the sub-factors of the scale are the components of this structure, which is called grammar anxiety, and that they form the determined structure together. It was concluded that the model and goodness of fit indices are at acceptable levels. The scale sub-factors of Cronbach's Alpha internal consistency coefficient were 0.92 for "emphasis on grammar learning", 0.87 for "learner beliefs" and 0.88 for "grammar learning experience". The internal consistency coefficient obtained for the whole scale was determined as 0.92. The obtained values also show that this scale is a reliable measurement tool for measuring grammar anxiety. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01