Validating the Short-Form Foreign Language Classroom Anxiety Scale

Autor/inn/en	Botes, Elouise; van der Westhuizen, Lindie; Dewaele, Jean-Marc; MacIntyre, Peter; Greiff, Samuel
Titel	Validating the Short-Form Foreign Language Classroom Anxiety Scale
Quelle	In: Applied Linguistics, 43 (2022) 5, S.1006-1033 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Botes, Elouise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amac018
Schlagwörter	Test Validity; Second Language Learning; Anxiety; Measures (Individuals); Test Reliability; Factor Analysis + Suchen Sie Ihr Suchwort? Testvalidität; Zweitsprachenerwerb; Angst; Messdaten; Testreliabilität; Faktorenanalyse
Abstract	Foreign language classroom anxiety (FLCA) is a popular construct in applied linguistics research, traditionally measured with the 33-item Foreign Language Classroom Anxiety Scale (FLCAS). However, recent studies have started utilizing the eight-item Short-Form FLCAS (S-FLCAS). There is therefore a need, which this study addressed in five sequential steps, to validate the S-FLCAS in order to ensure the validity and reliability of the scale. A sample of n = 370 foreign language learners was utilized in the validation efforts, which included exploratory and confirmatory factor analyses, the establishment of convergent and discriminant validity, and invariance testing. The S-FLCAS was found to have a unidimensional structure with the eight items loading on a single latent variable. Evidence was provided of the internal consistency and the convergent and discriminate validity of the S-FLCAS. In addition, the measure was found to be fully invariant across age, gender, educational levels, and L1 groups. It is, therefore, with some considerable confidence that we can recommend the future use of the S-FLCAS in peer-reviewed research. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01