İngilizceyi Yabancı Dil Olarak Öğrenenler İçin Yardımlı Okumaya Yönelik Tutum Ölçeği Geliştirilmesi

Yıl 2023, Cilt: 13 Sayı: 1, 573 - 594, 23.03.2023

Mustafa Kerem Kobul , Mustafa Naci Kayaoğlu

https://doi.org/10.48146/odusobiad.1152300

Öz

Bu çalışmada İngilizceyi yabancı dil olarak öğrenenlerin yardımlı okumaya yönelik tutumlarını değerlendirmek üzere geçerli ve güvenilir bir ölçme aracının geliştirilmesi amaçlandı. Ölçeğin psikometrik işlemleri, uygun örnekleme (Cohen ve ark., 2007; Fraenkel ve Wallen, 2006) ile belirlenen 324 (NKadın = 251, NErkek= 73) İngiliz Dili ve Edebiyatı programında öğrenim gören gönüllü öğrenci üzerinde yapıldı. Çalışmanın verileri Bilgi Formu ve Yardımlı Okumaya Yönelik Tutum Ölçeği taslağı kullanılarak toplandı. Ölçek geliştirme sürecinde araştırmacılar beşli Likert ile derecelendirilen 30 maddeden oluşan bir madde havuzu oluşturdu. Kapsam geçerliği için alınan uzman görüşlerinden sonra ölçekteki madde sayısı 27’ye, pilot çalışmada yapılan madde analizinden sonra 15’e düşürüldü. Araştırma grupları üzerinde gerçekleştirilen geçerlik işlemlerinde açımlayıcı (AFA) ve doğrulayıcı (DAFA) faktör analizinden yararlanıldı. Güvenirlik işlemleri kapsamında ise Cronbach alfa iç tutarlılık katsayısı, madde-toplam puan korelasyonu ve testi yarıya bölme tekniği kullanıldı. Ölçek taslağında yer alan 15 maddenin toplam varyansın %50.03’ünü açıklayan tek faktörlü bir yapı gösterdiği tespit edildi. Tek faktörlü yapının sınandığı DFA sonucunda ise modelin veri ile uyumlu olduğu görüldü (χ2\sd= 2.53, CFI= .94, GFI= .89, AGFI= .84, RMSEA= .08 ve SRMR=.05). Ölçeğin güvenirlik işlemleri sonucunda Cronbach alfa iç tutarlılık katsayısının .89 olduğu saptandı. Testi yarılama tekniği sonucunda elde edilen katsayı.86 olarak bulunurken, madde-toplam korelasyonlarının -.23 ile .85 arasında değiştiği görüldü. Çalışmanın bulgularına dayanarak Yardımlı Okumaya Yönelik Tutum Ölçeğinin yabancı dil öğrenen öğrencilerde kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu sonucuna varıldı.

Anahtar Kelimeler

Yardımlı okuma, yabancı dil, ölçek geliştirme, geçerlik, güvenirlik, okuma

Developing an Attitude Scale of Assisted Reading for Students Learning English as a Foreign Language

Öz

This study aims to develop a valid and reliable instrument to measure English as a foreign language learners’ attitudes towards assisted reading. The psychometric tests of the scale were conducted with a convenient sample of 324 (NFemale =251, NMale = 73) volunteer students studying in the English Language and Literature program. The data of the study were collected through the Demographic Information Form and the Assisted Reading Attitude Scale draft. Initially, the researchers created an item pool of 30 five-point Likert type items. After the expert opinions were obtained for content validity, the number of items in the scale was reduced to 27, and to 15 following the item analysis in the pilot study. Both Exploratory (EFA) and Confirmatory (CFA) factor analyses were conducted throughout the validity procedures followed with the research groups. For reliability procedures, Cronbach's alpha internal consistency coefficient, item-total correlation and the split-half tests were run. It was found that 15 items in the draft scale indicated a single factor structure that explained 50.03% of the total variance. The confirmatory factor analysis computed on the single-factor structure revealed that the model was compatible with the data (χ2\df= 2.53, CFI= .94, GFI= .89, AGFI= .84, RMSEA= .08, and SRMR=.05). The internal consistency coefficient of the instrument was calculated through Cronbach’s alpha which indicated a reasonably high internal consistency with a coefficient of = .89. The coefficient obtained from the split-half reliability test was found to be .86, while the item-total correlations ranged from -.23 to .85. The evidence from this study suggests that the Assisted Reading

Anahtar Kelimeler

Assisted reading, foreign language, scale development, validity, reliability, reading

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