Kısa Form Yabancı Dil Sınıf Kaygısı Ölçeği Uyarlamasının Psikometrik Olarak İncelenmesi

Abstract

Yabancı Dil Sınıf Kaygısı Ölçeği (FLCAS), yabancı dil öğreniminin neden olduğu kaygıyı ölçmek için yaygın bir araç olarak kullanılmaktadır. Ölçek farklı ana dillere sahip çeşitli yaş grupları ve farklı boyutlardaki ulusal veya uluslararası örneklemleri içeren çok sayıda çalışmada kullanılmıştır. FLCAS ayrıca, boyutluluk, yapı geçerliği ve değişen madde fonksiyonu bakımından farklı sonuçların aktarıldığı çalışmalara psikometrik özellikleri bakımından da bir konu olmuştur. Literatürdeki tutarsız sonuçlar son zamanlarda yabancı dil kaygısı araştırmalarında kullanılmak üzere yeni ölçek geliştirme veya kısa form oluşturmaya yönelik çabaları ortaya çıkarmıştır. Bu çalışma, Dewaele ve MacIntyre (2014) tarafından kullanılan kısa form yabancı dil sınıf kaygı ölçeğinin (S-FLCAS) Türkçe çevirisinin üniversite öğrencileri örnekleminde uygulanarak psikometrik incelemesi üzerinden, ikinci olarak bahsedilen araştırma alanına katkı sunmayı hedeflemektedir. Orijinal 33 maddelik ölçekten alınan sekiz maddeden oluşan S-FLCAS, geçerlik ve güvenirlik analizlerine dayalı olarak değerlendirilmiştir. Bu çalışmanın sonuçları, yabancı dil öğreniminin neden olduğu kaygıyı ölçmek için psikometrik açıdan geçerli ve güvenilir bir araç olarak S-FLCAS'ın gelecekte yapılacak çalışmalarda etkili bir şekilde kullanılabileceğini desteklemektedir.

Keywords

• Yabancı dil kaygısı
• Yabancı dil sınıf kaygısı ölçeği
• Kısa form
• Geçerlik
• Güvenirlik

Psychometric Evaluation of the Adaptation of the Short Form Foreign Language Classroom Anxiety Scale

Abstract

Foreign Language Classroom Anxiety Scale (FLCAS) has been extensively used as a tool for the measurement of anxiety induced by foreign language learning. Numerous studies employed the scale in different contexts including different native languages, age groups, and national or international samples of varying sizes. FLCAS has also been a topic of interest in studies that investigated its psychometric characteristics, with varying results reported over the years regarding dimensionality, construct validity, and differential item functioning. The inconsistent results in the literature has recently directed efforts towards either developing a new scale or forming a short form to be utilized in language anxiety research. This study aims at contributing to the latter line of research through a psychometric evaluation of the short form of the scale (S-FLCAS), as used by Dewaele and MacIntyre (2014), through the implementation of its Turkish translation in a sample of university students in Turkey. S-FLCAS, which is formed by eight items from the original 33-item scale, was evaluated based on validity and reliability analyses. The results of this study lend support to the efficacious use of S-FLCAS in future studies as a psychometrically valid and reliable tool to measure anxiety caused by foreign language learning

Keywords

• Foreign language anxiety
• Foreign language classroom anxiety scale
• Short form
• Validity
• Reliability

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