Research Article
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Validity and reliability study of the attitude scale towards second foreign language learning

Year 2019, Volume: 15 Issue: 3, 972 - 988, 01.10.2019
https://doi.org/10.17263/jlls.631541

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Validity and reliability study of the attitude scale towards second foreign language learning



In this study it is aimed to develop a measurement tool to determine the attitudes of foreign language teacher candidates towards a second foreign language. The item pool was prepared by literature review and teacher candidates’ views and finalized by taking expert opinions. The 61 item preliminary form was applied to 504 teacher candidates studying in different grades of Foreign Language Teaching Departments of Gazi University Gazi Faculty of Education in 2018-2019 academic year Spring semester. Analyses towards determining the psychometric features of the scale were made on the data set obtained from the application. For construct validity exploratory factor analysis and afterwards confirmatory factor analysis was made. The data set was applied first Exploratory Factor Analysis (EFA) for construct validity and then Confirmatory Factor Analysis (CFA). The exploratory and confirmatory analyses were made on two groups by dividing the total student number into two. EFA was conducted on the first group (n1=252) whereas CFA was conducted on the second group (n2=252). At the end of exploratory factor analysis, the scale was observed to consist of 43 items and 3 sub-dimensions. The sub-dimensions were named according to the judgments the scale items reflected as “positive belief towards learning a second foreign language”, “resistance to learning a second foreign language” and “attaching importance to learning a second foreign language”. The three factor structure about the scale explains the 49.72% of the total variance. At the end of the reliability analysis Cronbach alpha reliability coefficient for the overall scale is .95, for sub-dimensions respectively as .95 and .90 and .76. The model fit indices for the scale at the end of the confirmatory factor analysis are determined as RMSEA, .076; χ2/df=2.4; SRMR=.81; NFI=.94; NNFI=.96; IFI=96; CFI=.96; RFI=94. Values obtained from confirmatory factor analysis are in acceptable reference range and shows that 3 factor scale construct is validated.



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Author 1



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 Çetin, Şaban



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 cetin09@gmail.com



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Author 2



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 Budak, Yusuf



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 ysfbudak@gmail.com



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 Çetin, Filiz



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 ficetin@gazi.edu.tr

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 Arslangilay, A.Selcen



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 aslihanselcen@yahoo.com



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References

  • Aiken, L. R. (2000). Psychological testing and assessment (10th ed.). Boston: Allyn & Bacon. Balcı, A. (2015). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara: PegemA Yayınevi. Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem. Çalık, T. & Sezgin, F. (2005). Küreselleşme, bilgi toplumu ve eğitim. Kastamonu Eğitim Fakültesi Dergisi, 13(1). Comrey, A. L. & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum. Çelebi, S. (2009). Teachers and students’ views on anxiety in English classrooms and attitudes towards English. Unpublished Master Thesis, Çukurova University, Institute of Social Sciences, Adana. Çilenti, K. (1988). Eğitim teknolojisi ve öğretim. Ankara: Kadıoğlu Matbaası. Çimen, S. (2011). Eğitim fakültesi öğrencilerinin İngilizceye yönelik tutum, İngilizce kaygısı ve öz yeterlik düzeylerinin incelenmesi. Unpublished Master Thesis, Zonguldak Karaelmas Üniversitesi, Institute of Social Sciences, Zonguldak. Garrett, P. (2010). Attitudes to language. New York: Cambridge University Press. Gündoğdu, M. T. (2005). Avrupa Birliği yolunda Türkiye'nin yabancı dil politikası. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(29). Demirel, Ö. (2005). Avrupa Konseyi dil projesi ve Türkiye uygulaması. Milli Eğitim Dergisi, 33(167). Retrieved from http://dhgm.meb.gov. tr/yayimlar/dergiler/Milli_Egitim_Dergisi/167/index3-demirel.htm on May 2019. De Vellis, R. F. (2003) Scale d+evelopment. California: Sage Publication Inc. Eren, B. (2018). İkinci yabancı dil olarak Almanca eğitiminde öğrenme stillerinin belirlenmesi. Unpublished Master Thesis, Trakya University, Institute of Social Sciences, Edirne. European Commission. (2016). Lingua – Socrates Action 4 – Language Learning and Teaching. Retrieved from http://eacea.ec.europa.eu/static/en/overview/lingua_overview.htm on May 2019. Favell, A.; Feldblum, M., & Smith, M. P. (2007).The human face of global mobility: A research agenda. Society, 44(2). Doi: https://doi.org/10.1007/BF02819922 Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th edition). London: Sage. Garabédian, M. (1996). « Apprendre une langue quand on en parle déjà une », Revueinter nationale d’éducation de Sèvres. Retrieved from: http://journals.openedition.org/ries on May 2019. Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House. Hermans, S. (1997) World Promoting foreign language competence in the European Community: The LINGUA programme. Englishes, 16(1). Huguet, A., Lapresta, C., & Madariaga, J. M. (2008). A study on language attitudes towards regional and foreign languages by school children in Aragon, Spain. International Journal of Multilingualism, 5(4), 275-293. İnceoğlu, M. (2004). Tutum, algı, iletişim. Ankara: Kesit Tanıtım Ltd. Şti. İşcan, A. (2011). Türkçenin yabancı dil olarak önemi. Uluslararası Avrasya Sosyal Bilimler Dergisi, 2(4). Kanlıöz, Y. (2012). eTwinning projeleri ile yaratıcı yazma çalışmaları. In: Türkçe öğretiminde güncel çalışmalar (Eds.: Aksan, M. & Aksan, Y.) Ankara: Şafak Press. Karasar, N. (2009). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Ankara: Nobel Yayıncılık. Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York London: The Guilford Press. Krzyżanowski, M. & Wodak, R. (2011). Political strategies and language policies: The European Union Lisbon strategy and its implications for the EU’s language and multilingualism policy. Language Policy, 10(2). Kuşçu, E. (2018) Üniversite öğrencilerinin ikinci yabancı dil olarak Fransızca öğrenme profilleri: Pamukkale Üniversitesi Eğitim Fakültesi ve Fen-Edebiyat Fakültesi örneği. Kastamonu Eğitim Dergisi, 26(1). Le point (2019). Pourquoi il est très important d'apprendre des langues étrangères. Retrived from: https://www.lepoint.fr/societe/pourquoi-il-est-tres-important-d-apprendre-des-langues- on May 2019. Optimum Langues. (2013). L’importance des langues étrangères Retrived from: https://www.optimumlangues.com/limportance-des-langues-etrangeres/ on May 2019. Masgoret, A.-M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted b y Gardner and associates. Language Learning, 53(1), 123–163. Pallant, J. (2001). SPSS survival manual. Maidenheat, PA: Open University Press. Raykov, T., & Marcoulides, G. A. (2006). On multilevel model reliability estimation from the perspective of structural equation modeling. Structural Equation Modeling, 13, 130-141. Risager, K. (2006). Language and culture: Global flows and local complexity. Clevedon, Multylingual Matters: Toronto Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness- of-fit measures. Methods of Psychological Research Online, 8(2), 23-74. Schumacker, R. E. & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. London: Psychology Press. Seçer, İ. (2015). SPSS ve LISREL ile pratik veri analizi. Ankara: Anı Yayıncılık. Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlilik. Ankara: Seçkin Yayıncılık. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Allyn and Bacon. Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık. Öztemel, K. & Günday, R. (2013). İletişimsel ve eylem odaklı yönteme göre hazırlanmış ders kitaplarındaki kelime öğretimi farklılıkları. Turkish Studies-International Periodical For The Languages, Literature and History of Turkish or Turkic, 8. Uslu, Z. & Özek, Y. (2004). Yabancı dil öğretmeni adaylarının ikinci yabancı dili öğrenmeye ilişkin tutum ve görüşleri. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 2. Üstündağ, N. (2001). Müfredat laboratuar okullarında görev yapan yönetici ve öğretmenlerin bilgisayar tutumları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi. Unpublished Master Thesis, Marmara University, Institute of Educational Sciences, İstanbul. Vivaling. (2017).10 bonnes raisons d’apprendre une langue étrangère. Retrieved from: https://vivaling.com/10-bonnes-raisons-dapprendre-une-langue-etrangere on May 2019. Vogel, T., & Wanke, M. (2016). Attitudes and attitude change. NY: Routledge.
Year 2019, Volume: 15 Issue: 3, 972 - 988, 01.10.2019
https://doi.org/10.17263/jlls.631541

Abstract

References

  • Aiken, L. R. (2000). Psychological testing and assessment (10th ed.). Boston: Allyn & Bacon. Balcı, A. (2015). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara: PegemA Yayınevi. Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem. Çalık, T. & Sezgin, F. (2005). Küreselleşme, bilgi toplumu ve eğitim. Kastamonu Eğitim Fakültesi Dergisi, 13(1). Comrey, A. L. & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum. Çelebi, S. (2009). Teachers and students’ views on anxiety in English classrooms and attitudes towards English. Unpublished Master Thesis, Çukurova University, Institute of Social Sciences, Adana. Çilenti, K. (1988). Eğitim teknolojisi ve öğretim. Ankara: Kadıoğlu Matbaası. Çimen, S. (2011). Eğitim fakültesi öğrencilerinin İngilizceye yönelik tutum, İngilizce kaygısı ve öz yeterlik düzeylerinin incelenmesi. Unpublished Master Thesis, Zonguldak Karaelmas Üniversitesi, Institute of Social Sciences, Zonguldak. Garrett, P. (2010). Attitudes to language. New York: Cambridge University Press. Gündoğdu, M. T. (2005). Avrupa Birliği yolunda Türkiye'nin yabancı dil politikası. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(29). Demirel, Ö. (2005). Avrupa Konseyi dil projesi ve Türkiye uygulaması. Milli Eğitim Dergisi, 33(167). Retrieved from http://dhgm.meb.gov. tr/yayimlar/dergiler/Milli_Egitim_Dergisi/167/index3-demirel.htm on May 2019. De Vellis, R. F. (2003) Scale d+evelopment. California: Sage Publication Inc. Eren, B. (2018). İkinci yabancı dil olarak Almanca eğitiminde öğrenme stillerinin belirlenmesi. Unpublished Master Thesis, Trakya University, Institute of Social Sciences, Edirne. European Commission. (2016). Lingua – Socrates Action 4 – Language Learning and Teaching. Retrieved from http://eacea.ec.europa.eu/static/en/overview/lingua_overview.htm on May 2019. Favell, A.; Feldblum, M., & Smith, M. P. (2007).The human face of global mobility: A research agenda. Society, 44(2). Doi: https://doi.org/10.1007/BF02819922 Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th edition). London: Sage. Garabédian, M. (1996). « Apprendre une langue quand on en parle déjà une », Revueinter nationale d’éducation de Sèvres. Retrieved from: http://journals.openedition.org/ries on May 2019. Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House. Hermans, S. (1997) World Promoting foreign language competence in the European Community: The LINGUA programme. Englishes, 16(1). Huguet, A., Lapresta, C., & Madariaga, J. M. (2008). A study on language attitudes towards regional and foreign languages by school children in Aragon, Spain. International Journal of Multilingualism, 5(4), 275-293. İnceoğlu, M. (2004). Tutum, algı, iletişim. Ankara: Kesit Tanıtım Ltd. Şti. İşcan, A. (2011). Türkçenin yabancı dil olarak önemi. Uluslararası Avrasya Sosyal Bilimler Dergisi, 2(4). Kanlıöz, Y. (2012). eTwinning projeleri ile yaratıcı yazma çalışmaları. In: Türkçe öğretiminde güncel çalışmalar (Eds.: Aksan, M. & Aksan, Y.) Ankara: Şafak Press. Karasar, N. (2009). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Ankara: Nobel Yayıncılık. Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York London: The Guilford Press. Krzyżanowski, M. & Wodak, R. (2011). Political strategies and language policies: The European Union Lisbon strategy and its implications for the EU’s language and multilingualism policy. Language Policy, 10(2). Kuşçu, E. (2018) Üniversite öğrencilerinin ikinci yabancı dil olarak Fransızca öğrenme profilleri: Pamukkale Üniversitesi Eğitim Fakültesi ve Fen-Edebiyat Fakültesi örneği. Kastamonu Eğitim Dergisi, 26(1). Le point (2019). Pourquoi il est très important d'apprendre des langues étrangères. Retrived from: https://www.lepoint.fr/societe/pourquoi-il-est-tres-important-d-apprendre-des-langues- on May 2019. Optimum Langues. (2013). L’importance des langues étrangères Retrived from: https://www.optimumlangues.com/limportance-des-langues-etrangeres/ on May 2019. Masgoret, A.-M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted b y Gardner and associates. Language Learning, 53(1), 123–163. Pallant, J. (2001). SPSS survival manual. Maidenheat, PA: Open University Press. Raykov, T., & Marcoulides, G. A. (2006). On multilevel model reliability estimation from the perspective of structural equation modeling. Structural Equation Modeling, 13, 130-141. Risager, K. (2006). Language and culture: Global flows and local complexity. Clevedon, Multylingual Matters: Toronto Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness- of-fit measures. Methods of Psychological Research Online, 8(2), 23-74. Schumacker, R. E. & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. London: Psychology Press. Seçer, İ. (2015). SPSS ve LISREL ile pratik veri analizi. Ankara: Anı Yayıncılık. Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlilik. Ankara: Seçkin Yayıncılık. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Allyn and Bacon. Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık. Öztemel, K. & Günday, R. (2013). İletişimsel ve eylem odaklı yönteme göre hazırlanmış ders kitaplarındaki kelime öğretimi farklılıkları. Turkish Studies-International Periodical For The Languages, Literature and History of Turkish or Turkic, 8. Uslu, Z. & Özek, Y. (2004). Yabancı dil öğretmeni adaylarının ikinci yabancı dili öğrenmeye ilişkin tutum ve görüşleri. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 2. Üstündağ, N. (2001). Müfredat laboratuar okullarında görev yapan yönetici ve öğretmenlerin bilgisayar tutumları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi. Unpublished Master Thesis, Marmara University, Institute of Educational Sciences, İstanbul. Vivaling. (2017).10 bonnes raisons d’apprendre une langue étrangère. Retrieved from: https://vivaling.com/10-bonnes-raisons-dapprendre-une-langue-etrangere on May 2019. Vogel, T., & Wanke, M. (2016). Attitudes and attitude change. NY: Routledge.
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Details

Primary Language English
Journal Section Research Article
Authors

Şaban Çetin

Yusuf Budak

Filiz Çetin

A. Selcen Arslangilay This is me

Publication Date October 1, 2019
Published in Issue Year 2019 Volume: 15 Issue: 3

Cite

APA Çetin, Ş., Budak, Y., Çetin, F., Arslangilay, A. S. (2019). Validity and reliability study of the attitude scale towards second foreign language learning. Journal of Language and Linguistic Studies, 15(3), 972-988. https://doi.org/10.17263/jlls.631541
AMA Çetin Ş, Budak Y, Çetin F, Arslangilay AS. Validity and reliability study of the attitude scale towards second foreign language learning. Journal of Language and Linguistic Studies. October 2019;15(3):972-988. doi:10.17263/jlls.631541
Chicago Çetin, Şaban, Yusuf Budak, Filiz Çetin, and A. Selcen Arslangilay. “Validity and Reliability Study of the Attitude Scale towards Second Foreign Language Learning”. Journal of Language and Linguistic Studies 15, no. 3 (October 2019): 972-88. https://doi.org/10.17263/jlls.631541.
EndNote Çetin Ş, Budak Y, Çetin F, Arslangilay AS (October 1, 2019) Validity and reliability study of the attitude scale towards second foreign language learning. Journal of Language and Linguistic Studies 15 3 972–988.
IEEE Ş. Çetin, Y. Budak, F. Çetin, and A. S. Arslangilay, “Validity and reliability study of the attitude scale towards second foreign language learning”, Journal of Language and Linguistic Studies, vol. 15, no. 3, pp. 972–988, 2019, doi: 10.17263/jlls.631541.
ISNAD Çetin, Şaban et al. “Validity and Reliability Study of the Attitude Scale towards Second Foreign Language Learning”. Journal of Language and Linguistic Studies 15/3 (October 2019), 972-988. https://doi.org/10.17263/jlls.631541.
JAMA Çetin Ş, Budak Y, Çetin F, Arslangilay AS. Validity and reliability study of the attitude scale towards second foreign language learning. Journal of Language and Linguistic Studies. 2019;15:972–988.
MLA Çetin, Şaban et al. “Validity and Reliability Study of the Attitude Scale towards Second Foreign Language Learning”. Journal of Language and Linguistic Studies, vol. 15, no. 3, 2019, pp. 972-88, doi:10.17263/jlls.631541.
Vancouver Çetin Ş, Budak Y, Çetin F, Arslangilay AS. Validity and reliability study of the attitude scale towards second foreign language learning. Journal of Language and Linguistic Studies. 2019;15(3):972-88.