Araştırma Makalesi
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Development of Foreign Language Teachers’ Authentic Material Use Scale (FLTAMUS)

Yıl 2022, Cilt: 41 Sayı: 1, 311 - 324, 30.06.2022

Öz

The aim of this study is to develop a scale to determine foreign language teachers’ authentic material use. To develop this scale, inventories and literature concerning the subject have been reviewed. 20 foreign languages teachers were asked to write paragraphs on authentic materials. An item pool of 44 items was created, corrected and reduced taking expert opinion. It was seen that the scale could consist of four sub scales, which are increasing student motivation, enriching the course content, increasing the quality of teaching, introducing real life/culture. Considering expert opinion a five-point Likert type pilot form of 25- items was created and conducted on 146 English language teachers working in public and private schools. The result of the chi-square difference test for nested models, the model data fit of the four-factor model was found to be significantly higher compared to the one-factor model (Δχ2(6)= 88.42, p ˂ .001). The confirmatory factor analysis shows that the designed four-factor model complies well with the data and explains the data better than the one factor model and supports the researchers' observations. The analysis shows that the four factors designed FLTAMUS has construct validity. Cronbach alpha internal consistency coefficients of the subscales vary between .65 and .91. and are quite reliable and highly reliable. The applied validity and reliability analyses show that the scale has four structures as designed and is a valid and reliable measurement tool that can measure foreign language teachers’ use of authentic materials.

Kaynakça

  • Al Darwish, S. (2014). Teachers' Perceptions on Authentic Materials in Language Teaching in Kuwait. Journal of Education and Practice Vol. 5, 119-124.
  • Beresova, J. (2015). Authentic Materials – Enhancing Language Acquisition and Cultural Awareness. Procedia - Social and Behavioral Sciences, 192, 195-204.
  • Boran, G. (1999). Using Television Programmes in English as a Source of Authentic EFL Video Materials: A Study on Students' and Teachers' Attitudes, (Ph.D. Thesis). Ankara: Gazi University Institute of Social Sciences Department of English Language Teaching.
  • Brinton, D. (1991). The Use of Media in Language Teaching. M. C.-M. (ed) içinde, Teaching English as a Second or Foreign Language (s. 454-472). Boston: Heinle & Heinle Publications.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). New York: Guilford Press.
  • Buss, A. H., & Perry, M. (1992). The aggression questionnaire. Journal of Personality and Social Psychology, 63(3), 452–459.
  • Byrne, B. M. (2013). Structural Equation Modeling With AMOS: Basic Concepts, Applications, and Programming, Second Edition. Routledge.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Los Angeles: Sage.
  • Finney, S. J., & DiStefano, C. (2013). Non-normal and categorical data in structural equation modeling. In Structural equation modeling: A second course (2nd ed., pp. 439–492).
  • Greenwich, CT: Information Age Publishing.
  • Gökdemir, F. (2014). EFL Instructors' Perceptions about Authentic Materials in English Language Teaching (Master's Thesis). Mersin: Çağ University Institute of Social Sciences Department of English Language Teaching.
  • Harrington, D. (2009). Confirmatory factor analysis. Oxford: Oxford University Press.
  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6(1), 53–59.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
  • Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri (5th ed.). Ankara: Asil Yayın Dağıtım.
  • Kılıç, Z. V. (2011). The Effect of Authentic Materials on 12th Grade Students' Attitudes and Motivation in EFL Classes, (Master's Thesis). Antalya: Akdeniz University Institute of Social Sciences Department of Foreign Language Teaching.
  • Lira, B. J. (2012). Using Authentic Materials in ESL Classroom A Tertiary Level Scenario, (Bachelor Thesis). Dhaka: BRAC University Department of English and Humanities. Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103(3), 391.
  • McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin, 107(2), 247.
  • Muthén, L. K., & Muthén, B. O. (1998-2015). Mplus user’s guide (Seventh edition). Los Angeles, CA: Muthén & Muthén.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review. The Journal of Educational Research, 99(6), 323–338. https://doi.org/10.3200/JOER.99.6.323-338
  • Şaraplı, O. (2011). The Use of Authentic Materials in the Second Language Classroom: Advantages and Disadvantages. Dil Dergisi,154, 37-43. Thompson, B. (2010). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association.
  • Thompson, L. Y., Snyder, C. R., Hoffman, L., Michael, S. T., Rasmussen, H. N., Billings, L. S., … Roberts, D. E. (2005). Dispositional forgiveness of self, others, and situations. Journal of Personality, 73(2), 313–360. https://doi.org/10.1111/j.1467-6494.2005.00311.x
  • Yaman, M. (2014). Exploration of English as a Foreign Lanugage Students’ Perceptions about Online Authentic Readings, (MA Thesis). Middle East Technical University.

Yabancı Dil Öğretmenlerinin Otantik Materyal Kullanım Ölçeğinin Geliştirilmesi

Yıl 2022, Cilt: 41 Sayı: 1, 311 - 324, 30.06.2022

Öz

Bu çalışmada, yabancı dil öğretmenlerinin otantik materyal kullanımlarını belirleyebilmek için geçerli ve güvenilir bir ölçme aracı geliştirilmesi amaçlanmıştır. Literatür incelendiğinde otantik materyal ile ilgili ölçeklerde eksiklik olduğu görülmüştür. Öğretmenlerin otantik materyal kullanımını ve kullanım amaçlarını inceleyen bir ölçek bulunmuyordu. Bu ölçeği geliştirmek için konuyla ilgili envanterler ve literatür taranmıştır. 20 yabancı dil öğretmeninden öotantik materyaller üzerine paragraflar yazmaları istendi. Bu paragraflardan 44 maddelik bir madde havuzu oluşturulmuş ve uzman görüşü alınarak düzeltilmiş ve küçültülmüştür. Ölçeğin öğrenci motivasyonunu artırma, ders içeriğini zenginleştirme, öğretim sürecinin kalitesini artırma, gerçek yaşamı/kültürü tanıtma olmak üzere dört alt boyuttan oluşabileceği öngörülmüştür. Uzman görüşleri dikkate alınarak 25 maddeden oluşan 5’li Likert tipi bir pilot form oluşturulmuş ve devlet ve özel okullarda görev yapan 146 İngilizce öğretmenine uygulanmıştır. Gerçekleştirilen iç içe geçmiş modeller için ki-kare fark testi sonucunda dört faktörlü modelin model veri uyumunun tek faktörlü modelle karşılaştırıldığında anlamlı bir şekilde daha yüksek olduğu bulunmuştur (Δχ2(6) = 88.42, p ˂ .001) Doğrulayıcı faktör analizi, tasarlanan dört faktörlü modelin verilerle daha iyi uyum sağladığını ve bunları tek faktörlü modele göre daha iyi açıkladığını göstermiş ve araştırmacıların gözlemlerini desteklemiştir. Bu bulgular, dört faktör olarak tasarlanan Yabancı Dil Öğretmenlerinin Otantik Materyal Kullanımları Ölçeği’nin yapı geçerliliğine sahip olduğunu göstermektedir. Ölçek alt boyutların Cronbach alpha iç tutarlılık katsayıları ise .65 ile .91 arasında değişmekte olup oldukça güvenilir ve yüksek düzeyde güvenilirdir. Uygulanan geçerlilik ve güvenilirlik analizleri, ölçeğin tasarlandığı gibi dört yapıya sahip ve yabancı dil öğretmenlerinin otantik materyal kullanımlarını ölçebilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir.

Kaynakça

  • Al Darwish, S. (2014). Teachers' Perceptions on Authentic Materials in Language Teaching in Kuwait. Journal of Education and Practice Vol. 5, 119-124.
  • Beresova, J. (2015). Authentic Materials – Enhancing Language Acquisition and Cultural Awareness. Procedia - Social and Behavioral Sciences, 192, 195-204.
  • Boran, G. (1999). Using Television Programmes in English as a Source of Authentic EFL Video Materials: A Study on Students' and Teachers' Attitudes, (Ph.D. Thesis). Ankara: Gazi University Institute of Social Sciences Department of English Language Teaching.
  • Brinton, D. (1991). The Use of Media in Language Teaching. M. C.-M. (ed) içinde, Teaching English as a Second or Foreign Language (s. 454-472). Boston: Heinle & Heinle Publications.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). New York: Guilford Press.
  • Buss, A. H., & Perry, M. (1992). The aggression questionnaire. Journal of Personality and Social Psychology, 63(3), 452–459.
  • Byrne, B. M. (2013). Structural Equation Modeling With AMOS: Basic Concepts, Applications, and Programming, Second Edition. Routledge.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Los Angeles: Sage.
  • Finney, S. J., & DiStefano, C. (2013). Non-normal and categorical data in structural equation modeling. In Structural equation modeling: A second course (2nd ed., pp. 439–492).
  • Greenwich, CT: Information Age Publishing.
  • Gökdemir, F. (2014). EFL Instructors' Perceptions about Authentic Materials in English Language Teaching (Master's Thesis). Mersin: Çağ University Institute of Social Sciences Department of English Language Teaching.
  • Harrington, D. (2009). Confirmatory factor analysis. Oxford: Oxford University Press.
  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6(1), 53–59.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
  • Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri (5th ed.). Ankara: Asil Yayın Dağıtım.
  • Kılıç, Z. V. (2011). The Effect of Authentic Materials on 12th Grade Students' Attitudes and Motivation in EFL Classes, (Master's Thesis). Antalya: Akdeniz University Institute of Social Sciences Department of Foreign Language Teaching.
  • Lira, B. J. (2012). Using Authentic Materials in ESL Classroom A Tertiary Level Scenario, (Bachelor Thesis). Dhaka: BRAC University Department of English and Humanities. Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103(3), 391.
  • McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin, 107(2), 247.
  • Muthén, L. K., & Muthén, B. O. (1998-2015). Mplus user’s guide (Seventh edition). Los Angeles, CA: Muthén & Muthén.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review. The Journal of Educational Research, 99(6), 323–338. https://doi.org/10.3200/JOER.99.6.323-338
  • Şaraplı, O. (2011). The Use of Authentic Materials in the Second Language Classroom: Advantages and Disadvantages. Dil Dergisi,154, 37-43. Thompson, B. (2010). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association.
  • Thompson, L. Y., Snyder, C. R., Hoffman, L., Michael, S. T., Rasmussen, H. N., Billings, L. S., … Roberts, D. E. (2005). Dispositional forgiveness of self, others, and situations. Journal of Personality, 73(2), 313–360. https://doi.org/10.1111/j.1467-6494.2005.00311.x
  • Yaman, M. (2014). Exploration of English as a Foreign Lanugage Students’ Perceptions about Online Authentic Readings, (MA Thesis). Middle East Technical University.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Elif Çabuk 0000-0003-1330-8154

Deren Başak Akman Yeşilel 0000-0002-3365-8285

Yayımlanma Tarihi 30 Haziran 2022
Kabul Tarihi 23 Mayıs 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 41 Sayı: 1

Kaynak Göster

APA Çabuk, E., & Akman Yeşilel, D. B. (2022). Development of Foreign Language Teachers’ Authentic Material Use Scale (FLTAMUS). Ondokuz Mayis University Journal of Education Faculty, 41(1), 311-324.