Adaptation of the attitudes towards mobile-assisted language learning scale to Turkish culture and language

Yıl 2025, Cilt: 12 Sayı: 1, 165 - 179

Emirhan Bingöl , Adnan Taşgın , Savaş Yeşilyurt

https://doi.org/10.21449/ijate.1439457

Öz

The use of technological devices, especially mobile devices, in language learning has increased the number of studies in this field. In this regard, it is essential to identify students' attitudes towards mobile-assisted language learning (MALL). Therefore, the present study aimed to translate, adapt, and validate Gönülal's (2019) attitudes towards the MALL (A-MALL) scale to the Turkish language and culture. The study included 250 EFL learners from different cities in Türkiye who completed the adapted version of the 15-item A-MALL scale. To align the assumed factor loadings as closely as possible with the target matrix, confirmatory factor analysis was performed using the original study results as a calibration example. The results revealed that the adapted A-MALL scale has acceptable fit indexes; therefore, the Turkish version of the A-MALL scale is reliable and valid.

Anahtar Kelimeler

Mobile-assisted language learning, MALL, Technology, Smart devices, CALL

Etik Beyan

Atatürk University, Social Sciences and Humanities Ethics Committee, 02.|2.2022-13.

Teşekkür

We would like to express our sincere appreciation to Dr. Talip Gönülal for granting us permission to use the scale in our research.

Kaynakça

• Ab Hamid, M.R., Sami, W., & Sidek, M.M. (2017). Discriminant validity assessment: Use of Fornell & Larcker criterion versus HTMT criterion. In Journal of Physics: Conference Series (Vol. 890, No. 1, p. 012163). IOP Publishing.
• Agca, R.K., & Özdemir, S. (2013). Foreign language vocabulary learning with mobile technologies. Procedia Social and Behavioral Sciences, 83(0), 781 785. https://doi.org/10.1016/j.sbspro.2013.06.147
• Alkhudair, R.Y. (2020). Mobile assisted language learning in Saudi EFL classrooms: Effectiveness, perception, and attitude. Theory and Practice in Language Studies, 10(12), 1620–1627. https://doi.org/10.17507/tpls.1012.16
• Almudibry, K. (2018). Exploring university EFL learners’ experiences and attitudes towards using smart phones for English learning. The Asian EFL Journal Quarterly, 20(6), 347-362.
• Amin, F.M., & Sundari, H. (2020). EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?. Studies in English Language and Education, 7(2), 362 378. https://doi.org/10.24815/siele.v7i2.16929
• Anwar, K., Wardhono, A., & Budianto, L. (2022). Attitude and social context in MALL classes: A view from midwifery learners. Cypriot Journal of Educational Sciences, 19(9), 3048-3066. https://doi.org/10.18844/cjes.v17i9.7332
• Aromaih, A. (2021). University EFL learners' attitudes towards using smart phones for developing language learning skills during the COVID-19 pandemic. Asian EFL Journal, 28(11), 144–160.
• Borsa, J.C., Damásio, B.F., & Bandeira, D.R. (2012). Cross-cultural adaptation and validation of psychological instruments: Some considerations. Paidéia (Ribeirão Preto), 22, 423-432.
• Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539
• Cattell, R.B. (1978). Fixing the number of factors: The most practicable psychometric procedures. In The scientific use of factor analysis in behavioral and life sciences (pp. 72-91). Springer, Boston, MA.
• Chang, C.C., Warden, C.A., Liang, C., & Chou, P.N. (2018). Performance, cognitive load, and behaviour of technology‐assisted English listening learning: From CALL to MALL. Journal of Computer Assisted Learning, 34(2), 105 114. https://doi.org/10.1111/jcal.12218
• Croop, F.J. (2008). Student perceptions related to mobile learning in higher education [Unpublished doctoral dissertation]. Northcentral University.
• Çam, E., Uysal, M., Kıyıcı, M., & İşbulan, O. (2019). Mobil öğrenme tutum ölçeğinin Türk kültürüne uyarlanması [Adaptation of mobile learning attitude scale to Turkish culture]. International Journal of Turkish Education Sciences, 7(13), 114 125. https://doi.org/10.46778/goputeb.408408
• Çelik, A. (2013). M-Öğrenme tutum ölçeği: Geçerlik ve güvenirlik analizleri [M-Learning attitude scale: validity and reliability analyses]. Journal of Research in Education and Teaching, 2(4), 172-185.
• Demir, K., & Akpınar, E. (2016). Mobil öğrenmeye yönelik tutum ölçeği geliştirme çalışması [Development of attitude scale towards mobile learning]. Educational Technology–Theory and Practice, 6(1), 59-79. https://doi.org/10.17943/etku.83341
• Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(S1), 3–32.
• Erkuş, A., Sünbül, Ö., Sünbül, Ö.S., Yormaz, S., & Aşiret, S. (2017). Psikolojide ölçme ve ölçek geliştirme 2 ölçme araçlarının psikometrik nitelikleri ve ölçme kuramları [Psychological measurement and scale development 2- Psychometric properties of measurement instruments and measurement theories]. Pegem Akademi. https://doi.org/10.14527/9786053188186
• Everitt B.S. (1975). Multivariate analysis: the need for data, and other problems. The British Journal of Psychiatry: The Journal of Mental Science, 126, 237 240. https://doi.org/10.1192/bjp.126.3.237
• Fornell, C., & Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
• Gaskin, J. (2011). "Validity during CFA made easy," Gaskination's Statistics. http://youtube.com/Gaskination
• Gönülal, T. (2019). The development and validation of an attitude towards MALL instrument. Educational Technology Research and Development, 67(3), 733 748. https://doi.org/10.1007/s11423-019-09663-6
• Güngör, D. (2016). Psikolojide ölçme araçlarının geliştirilmesi ve uyarlanması kılavuzu [A guide to scale development and adaptation in psychology]. Turkish Psychological Articles, 19(38), 104-112.
• Hair, J., Anderson, R.E., Tatham, R.L., & Black, W.C. (2010). Multivariate data analysis. Prentice-Hall.
• Hambleton, R.K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Applied Testing Technology, 1(1), 1–16.
• Hambleton, R.K., Merenda, P.F., & Spielberger, C.D. (2004). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). Psychology Press.
• Jarvis, H., & Achilleos, M. (2013). From computer assisted language learning (CALL) to mobile assisted language use (MALU). The Electronic Journal for English as a Second Language, 16(4), 1–18. https://doi.org/10.7575/aiac.alls.v.7n.2p.76
• Jonassen, D.H. (2013). Evaluating constructivistic learning. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 137-148). Routledge. https://doi.org/10.4324/9780203461976
• International Test Commission. (2017). The ITC Guidelines for Translating and Adapting Tests (Second edition). Retrieved January 7, 2023, [www.InTestCom.org]
• Kline, R.B. (2011). Principles and practice of structural equation modeling (3rd Ed). Guilford, 14, 1497–1513.
• Knezek, G., & Khaddage, F. (2012). Bridging formal and informal learning: A mobile learning attitude scale for higher education (Version 1). Deakin University. https://hdl.handle.net/10536/DRO/DU:30055285
• Kolb, L. (2008). Toys to tools: Connecting student cell phone to education in and out of the classroom. USA: International Society for Technology in Education.
• Kukulska-Hulme, A. (2005). Mobile usability and user experience. In A. Kukulska-Hulme & J. Traxler (Eds.), Mobile learning: A handbook for educators and trainers (61-72). Routledge.
• Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157–165. https://doi.org/10.1017/S0958344009000202
• Liu, T.Y. (2017). Developing an English mobile learning attitude scale for adult learners. Journal of Educational Technology Systems, 45(3), 424 435. https://doi.org/10.1177/0047239516658448
• Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76 85. https://doi.org/10.1016/j.compedu.2013.04.021
• Okmawati, M. (2020). The use of Google Classroom during pandemic. Journal of English Language Teaching, 9(2), 438–443. https://doi.org/10.24036/jelt.v9i2.109293
• Okumuş Dağdeler, K., Konca, M.Y., & Demiröz, H. (2020). The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning. Journal of Language and Linguistic Studies, 16(1), 489-509. https://doi.org/10.17263/jlls.712891
• Önal, N., & Önal, N.T. (2019). İngilizce mobil öğrenme tutum ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması [Adaptation of English mobile learning attitude scale into Turkish: Validity and reliability study]. Journal of Social Sciences of Muş Alparslan University, 7(1), 283-289.
• Özer, O., & Kılıç, F. (2018). The effect of mobile-assisted language learning environment on EFL students’ academic achievement, cognitive load and acceptance of mobile learning tools. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2915-2928. https://doi.org/10.29333/ejmste/90992
• Özsarı, G., & Saykılı, A. (2020). Mobile learning in Turkey: Trends, potentials and challenges. Journal of Educational Technology and Online Learning, 3(1), 108 132. https://doi.org/10.31681/jetol.670066
• Palasas, A. (2013). The ecological perspective on the “anytime anyplace” of mobile assisted language learning. In E. Gajek (Ed.), Tecnologie mobilne w ksztalceniu jezykowym, (pp.29-48). Texter.
• Pham, A.T. (2022). University students' attitudes towards the application of Quizizz in learning English as a foreign language. International Journal of Emerging Technologies in Learning, 17(19). https://doi.org/10.3991/ijet.v17i19.32235
• Phetsut, P., & Waemusa, Z. (2022). Effectiveness of mobile assisted language learning (MALL)-based intervention on developing Thai EFL learners’ oral accuracy. International Journal of Technology in Education (IJTE), 5(4), 571-585. https://doi.org/10.46328/ijte.271
• Pratiwi, D.I., Amumpuni, R.S., Fikria, A., & Budiastuti, R.E. (2023). Enhancing students’ learning outcomes through MALL in TOEFL preparation class for railway mechanical technology. International Journal of Language Education, 7(2), 185 198. https://doi.org/10.26858/ijole.v7i2.22839
• Solodka, A., Ruskulis, L., Demianenko, D., & Zaskaleta, S. (2022). MALL instructional course design: Constructing out-of-class experience. Arab World English Journal (AWEJ) Special Issue on CALL (8) 40-55. https://dx.doi.org/10.24093/awej/call8.3
• Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of platform. Language Learning & Technology, 14(2), 95 110. http://dx.doi.org/10125/44216
• Stockwell, G. (2013). Tracking learner usage of mobile phones for language learning outside of the classroom. Calico Journal, 30, 118–136.
• Şendağ, S., Gedik, N., Caner, M., & Toker, S. (2019). Mobil destekli dil öğrenmede podcast kullanımı: Öğretici merkezli yoğun dinleme ve mobil kapsamlı dinleme [Use of podcasts in mobile assisted language learning: Instructor-led intensive listening and mobile extensive listening]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 1 27. https://doi.org/10.17860/mersinefd.455649
• Tabachnick, B., & Fidell, L. (2013). Using multivariate statistics. Pearson Education Inc.
• Tavakol, M., & Wetzel, A. (2020). Factor Analysis: a means for theory and instrument development in support of construct validity. International Journal of Medical Education, 11, 245–247. https://doi.org/10.5116/ijme.5f96.0f4a
• Thorne, S., & Smith, B. (2011). Second language development theories and technology mediated language learning. CALICO Journal, 28(2), 268–277.
• Vandewaetere, M., & Desmet, P. (2009). Introducing psychometrical validation of questionnaires in CALL research: The case of measuring attitude towards CALL. Computer Assisted Language Learning, 22(4), 349 380. https://doi.org/10.1080/09588220903186547
• Viberg, O., & Grönlund, Å. (2013). Cross-cultural analysis of users’ attitudes towards the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China. Computers & Education, 69, 169–180.
• Yang, S.H. (2012). Exploring college students' attitudes and self-efficacy of mobile learning. Turkish Online Journal of Educational Technology-TOJET, 11(4), 148–154.