Development of a Speaking Self-Efficacy Scale in the Context of Teaching Turkish to Foreigners

Öz

The aim of this study is to develop a new scale to assess the speaking self-efficacy of foreign students learning Turkish. The scale’s item pool was formed based on the Common European Framework of Reference for Languages and the B1 and B2 level outcomes of the Türkiye Maarif Foundation Turkish as a Foreign Language Teaching Curriculum. The items were refined in line with the opinions of field experts and a pilot study. Subsequently, data collection with a large sample was conducted. A total of 435 international students studying at Turkish language teaching centers at various Turkish universities participated in the study. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and exploratory structural equation modelling (ESEM) analyses confirmed the two-factor structure of the scale (oral interaction and oral production). EFA was performed on the first sample (n = 192), while CFA was conducted on the second sample (n = 243). For the ESEM analysis, as well as for reliability, criterion validity, and measurement invariance analyses, the combined dataset (n = 435) was used. Convergent validity was analyzed using AVE and CR coefficients. Cronbach’s alpha and McDonald’s Omega values indicating the scale’s internal consistency were found to be high. Additionally, the scale demonstrated measurement invariance between gender and language level groups, particularly about its structure. Criterion validity analyses revealed significant positive relationships between speaking self-efficacy and willingness to speak Turkish. Consequently, the developed scale can be considered a valid and reliable instrument for use in the field of teaching Turkish to foreigners.

Anahtar Kelimeler

• Factor analysis
• scale development
• speaking self-efficacy
• teaching Turkish to foreigners
• validity and reliability

Yabancılara Türkçe Öğretimi Bağlamında Konuşma Öz Yeterliği Ölçeğinin Geliştirilmesi

Öz

Araştırmada Türkçe öğrenen yabancı öğrencilerin konuşma öz yeterliklerini değerlendirmek amacıyla yeni bir ölçek geliştirilmesi amaçlanmıştır. Ölçeğin madde havuzu, Diller İçin Avrupa Ortak Başvuru Metni ve Türkiye Maarif Vakfı Türkçenin Yabancı Dil Olarak Öğretimi Programı B1 ve B2 seviyesi kazanımları temel alınarak oluşturulmuştur. Alan uzmanlarının görüşleri ve pilot uygulama ile madde havuzuna son şekli verilmiştir. Böylelikle geniş örneklemle uygulamaya geçilmiştir. Araştırmaya, Türkiye’deki çeşitli üniversitelerin Türkçe öğretim merkezlerinde öğrenim gören toplam 435 uluslararası öğrenci katılmıştır. Açımlayıcı faktör analizi (AFA), doğrulayıcı faktör analizi (DFA) ve açımlayıcı yapısal eşitlik modellemesi (AYEM) analizleri ile ölçeğin iki faktörlü yapısı (sözlü etkileşim ve sözlü üretim) doğrulanmıştır. AFA, 192 kişilik birinci örneklemde yapılırken DFA ise 243 kişilik ikinci örneklemle yürütülmüştür. AYEM’de güvenirlikte, ölçüt geçerliğinde ve ölçüm değişmezliğinde de iki örneklemin birleştirilmesiyle elde edilen 435 kişilik örneklem kullanılmıştır. Yakınsak geçerliği AVE ve CR katsayıları ile incelenmiştir. Ölçeğin iç tutarlığını belirten Cronbach Alfa ve McDonald Omega değerleri yüksek bulunmuştur. Ayrıca ölçeğin cinsiyet ve dil seviyesi grupları arasında özellikle yapı açısından ölçüm değişmezliğini sağladığı görülmüştür. Ölçüt geçerliği analizleri sonucunda konuşma öz yeterliği ile Türkçe iletişim kurma istekliliği arasında anlamlı pozitif ilişkiler belirlenmiştir. Sonuç olarak geliştirilen ölçeğin yabancılara Türkçe öğretimi alanında kullanılabilecek güvenilir ve geçerli bir ölçme aracı olduğu ortaya konmuştur.

Anahtar Kelimeler

• Faktör analizi
• geçerlik ve güvenirlik
• konuşma öz yeterliği
• ölçek geliştirme
• yabancılara Türkçe öğretimi

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