Kısa Form Yabancı Dil Sınıf Kaygısı Ölçeği Uyarlamasının Psikometrik Olarak İncelenmesi

Yıl 2023, , 672 - 688, 15.06.2023

Halil İbrahim Karabulut

https://doi.org/10.17240/aibuefd.2023..-1138588

Öz

Yabancı Dil Sınıf Kaygısı Ölçeği (FLCAS), yabancı dil öğreniminin neden olduğu kaygıyı ölçmek için yaygın bir araç olarak kullanılmaktadır. Ölçek farklı ana dillere sahip çeşitli yaş grupları ve farklı boyutlardaki ulusal veya uluslararası örneklemleri içeren çok sayıda çalışmada kullanılmıştır. FLCAS ayrıca, boyutluluk, yapı geçerliği ve değişen madde fonksiyonu bakımından farklı sonuçların aktarıldığı çalışmalara psikometrik özellikleri bakımından da bir konu olmuştur. Literatürdeki tutarsız sonuçlar son zamanlarda yabancı dil kaygısı araştırmalarında kullanılmak üzere yeni ölçek geliştirme veya kısa form oluşturmaya yönelik çabaları ortaya çıkarmıştır. Bu çalışma, Dewaele ve MacIntyre (2014) tarafından kullanılan kısa form yabancı dil sınıf kaygı ölçeğinin (S-FLCAS) Türkçe çevirisinin üniversite öğrencileri örnekleminde uygulanarak psikometrik incelemesi üzerinden, ikinci olarak bahsedilen araştırma alanına katkı sunmayı hedeflemektedir. Orijinal 33 maddelik ölçekten alınan sekiz maddeden oluşan S-FLCAS, geçerlik ve güvenirlik analizlerine dayalı olarak değerlendirilmiştir. Bu çalışmanın sonuçları, yabancı dil öğreniminin neden olduğu kaygıyı ölçmek için psikometrik açıdan geçerli ve güvenilir bir araç olarak S-FLCAS'ın gelecekte yapılacak çalışmalarda etkili bir şekilde kullanılabileceğini desteklemektedir.

Anahtar Kelimeler

Yabancı dil kaygısı, Yabancı dil sınıf kaygısı ölçeği, Kısa form, Geçerlik, Güvenirlik

Psychometric Evaluation of the Adaptation of the Short Form Foreign Language Classroom Anxiety Scale

Öz

Foreign Language Classroom Anxiety Scale (FLCAS) has been extensively used as a tool for the measurement of anxiety induced by foreign language learning. Numerous studies employed the scale in different contexts including different native languages, age groups, and national or international samples of varying sizes. FLCAS has also been a topic of interest in studies that investigated its psychometric characteristics, with varying results reported over the years regarding dimensionality, construct validity, and differential item functioning. The inconsistent results in the literature has recently directed efforts towards either developing a new scale or forming a short form to be utilized in language anxiety research. This study aims at contributing to the latter line of research through a psychometric evaluation of the short form of the scale (S-FLCAS), as used by Dewaele and MacIntyre (2014), through the implementation of its Turkish translation in a sample of university students in Turkey. S-FLCAS, which is formed by eight items from the original 33-item scale, was evaluated based on validity and reliability analyses. The results of this study lend support to the efficacious use of S-FLCAS in future studies as a psychometrically valid and reliable tool to measure anxiety caused by foreign language learning

Anahtar Kelimeler

Foreign language anxiety, Foreign language classroom anxiety scale, Short form, Validity, Reliability

Kaynakça

• Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78(2), 155–168. https://doi.org/10.1111/j.1540-4781.1994.tb02026.x
• Arnaiz, P., & Guillen, F. (2012). Foreign language anxiety in a Spanish university setting: Interpersonal differences. Revista de Psicodidáctica, 17(1), 5–26.
• Aydın, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes [Doctoral dissertation]. Anadolu University.
• Aydın, S. (2008). An investigation on the language anxiety and fear of negative evaluation among EFL learners. Asian EFL Journal, 30(1), 214-233.
• Botes, E., Dewaele, J.M., & Greiff, S. (2020). The foreign language classroom anxiety scale and academic achievement: An overview of the prevailing literature and meta-analysis. Journal for the Psychology of Language Learning, 2(1), 26-56.
• Botes, E., van der Westhuizen, L., Dewaele, J. M., MacIntyre, P.,& Greiff, S. (2022). Validating the short-form foreign language classroom anxiety scale. Applied Linguistics, amac018, https://doi.org/10.1093/applin/amac018
• Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417–446 https://doi.org/10.1111/0023-8333.00095
• Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, IV(2), 237–274.
• Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. In P. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (215-236). Multilingual Matters.
• Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105, 399-412.
• Fabrigar, L. R.,Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
• Finch, W. H., & French, B. F. (2018). Educational and psychological measurement. Routledge. https://doi.org/10.4324/9781315650951
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
• Gülsün, R. (1997). An analysis of the relationship between learner’s foreign language classroom anxiety and achievement in learning English as a foreign language in the freshman classes at the University of Gaziantep [Unpublished master’s thesis]. Gaziantep University.
• Horwitz, E. K. (1986). Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale. TESOL Quarterly, 20(3), 559–562. https://doi.org/10.2307/3586302
• Horwitz, E. K. (2016). Factor structure of the foreign language classroom anxiety scale: Comment on Park (2014). Psychological Reports, 119(1), 71-76. https://doi.org/10.1177/0033294116653368
• Horwitz, E. K. (2017). On the Misreading of Horwitz, Horwitz and Cope (1986) and the Need to Balance Anxiety Research and the Experiences of Anxious Language Learners. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New Insights into Language Anxiety (pp. 31-48). Multilingual Matters.
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
• Huck, S. W. (2012). Reading statistics and research (Sixth edition). Pearson. JASP Team (2020). JASP (Version 0.16.2) [Computer software].
• Kline, P. (1999). The handbook of psychological testing (Second Edition). Routledge.
• Koğar, H. (2020). Development of a short form: Methods, examinations and recommendations. Journal of Measurement and Evaluation in Education and Psychology, 11(3), 301-310. https://doi.org/10.21031/epod.739548
• Korkmaz, S., Goksuluk, D., & Zararsiz, G. (2015). Package MVN. Retrieved from https://cran.rproject.org/web/packages/MVN/MVN.pdf
• Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. Modern Language Journal, 92(1), 71–86 https://doi.org/10.1111/j.1540-4781.2008.00687.x
• Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39, 202–214 https://doi.org/10.1016/j.system.2011.04.002
• Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32(1), 21–36 https://doi.org/10.1016/j.system.2003.08.002
• MacIntyre, P. D. (1992). Anxiety and language learning from a stages of processing perspective [Doctoral dissertation, The University of Western Ontario]. https://ir.lib.uwo.ca/digitizedtheses/2155
• Nunnally, J. C. (1978). Psychometric theory (Second Edition). McGraw-Hill.
• Orçan, F., (2018). Exploratory and confirmatory factor analysis: which one to use first?. Journal of Measurement and Evaluation in Education and Psychology, 9(4), 414-421. https://doi.org/10.21031/epod.394323
• Park, G-P. (2014). Factor analysis of the foreign language classroom anxiety scale in Korean learners of English as a foreign language. Psychological Reports: Relationships & Communications, 115(1), 261–275 https://doi.org/10.2466/28.11.PR0.115c10z2
• Park, G-P., & French, B. F. (2013). Gender differences in the foreign language classroom anxiety scale. System, 41, 462-471.
• Panayides, P. (2013). Coefficient alpha: Interpret with caution. Europe’s Journal of Psychology, 9(4), 687-696. https://doi.org/10.5964/ejop.v9i4.653
• Panayides, P., & Walker, M. J. (2013). Evaluating the psychometric properties of the foreign language classroom anxiety scale for cypriot senior high school EFL students: The Rasch measurement approach. Europe’s Journal of Psychology, 9(3), 493-516. https://doi.org/10.5964/ejop.v9i3.611
• Perez-Paredes, P., & Martinez-Sanchez, F. (2000-2001). A Spanish version of the foreign language classroom anxiety scale: Revisiting Aida’s factor analysis. Revista española de lingüística aplicada (RESLA), 14, 337-352.
• R Core Team (2022). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/.
• Rosseel, Y. (2012). lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(2), 1-36. https://doi.org/10.18637/jss.v048.i02
• Sen, S., & Gocen, A. (2020). A psychometric evaluation of the Ethical Leadership Scale using Rasch analysis and confirmatory factor analysis, The Journal of General Psychology, 148(1), 84-104. https://doi.org/10.1080/00221309.2020.1834346
• Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (Fifth edition). Routledge.
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (Sixth edition). Pearson.
• Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363-387. https://doi.org/10.1017/S0272263118000311
• Tóth, Z. (2008). A Foreign Language Anxiety Scale for Hungarian Learners of English. Working Papers in Language Pedagogy, 2, 55–78.
• Toyama, M., & Yamazaki, Y. (2018). Exploring the components of the foreign language classroom anxiety scale in the context of Japanese undergraduates. Asian-Pacific Journal of Second and Foreign Language Education, 3(4). https://doi.org/10.1186/s40862-018-0045-3
• Uzun, K. (2017). Compulsory English courses in higher education: A Source of angst or thrill?. The Journal of Language Teaching and Learning, 7(2), 1-20.
• Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4-70.
• Walker, M. J., & Panayides, P. (2014). Rasch measurement in language research: Creating the foreign language classroom anxiety inventory. Europe’s Journal of Psychology, 10(4), 613-636. https://doi.org/10.5964/ejop.v10i4.782
• Yashima, T., Kimberly, A. N., Shizuka, T., Takeuchi, O., Yamane, S., & Yoshizawa, K. (2009). The interplay of classroom anxiety, intrinsic motivation, gender in the Japanese EFL context. Foreign Language Education Study, 17, 41–64.