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İngilizce Dinleme Kaygısı Ölçeği’nin Geçerlik ve Güvenirlik Çalışması

Year 2018, Volume: 6 Issue: 1, 40 - 51, 30.06.2018

Abstract

Bu araştırmada, 9. sınıf öğrencilerinin İngilizce
dinleme kaygı düzeylerini ortaya çıkaracak “İngilizce Dinleme Kaygısı
Ölçeği”nin teknik özelliklerinin (geçerlik ve güvenirlik) belirlenmesi
amaçlanmıştır. Ölçek geliştirme çalışması toplamda iki grup ile yürütülmüştür.
Bunlar: “Açıklayıcı Faktör Analizi ve Güvenirlik Hesaplama Grubu” ve
“Doğrulayıcı Faktör Analizi Grubu”dur. Açıklayıcı Faktör Analizi ve Güvenirlik
Hesaplama Grubu” araştırmada “İngilizce Dinleme Kaygısı Ölçeği”nin teknik
özelliklerinden yapı geçerliği ve güvenirliğini belirlemek amacıyla toplam 485
dokuzuncu sınıf öğrencisinden oluşmaktadır. “Doğrulayıcı Faktör Analizi Grubu”
ise geliştirilen “İngilizce Dinleme Kaygısı Ölçeği”nin belirlenen yapısının
(açıklayıcı faktör analizi sonucunda) doğrulanıp doğrulanmadığının belirlenmesi
için oluşturulan gruptur. Bu grup toplam 537 dokuzuncu sınıf öğrencisinden
oluşmaktadır. Ölçeğin yapı geçerliği temel bileşenler analizi kullanılarak
belirlenmiştir. Yapılan analizler sonucunda ölçeğin KMO değeri 0,975 olarak
belirlenmiştir. Ayrıca Bartlett testi sonucunda elde edilen anlamlılık değeri
anlamlı çıkmıştır. 9 madde ölçekten çıkarılmıştır. Ölçeğin son haliyle 14
maddeden ve tek faktörden oluşan bir yapıya sahip olduğu görülmüştür.
Açıklayıcı faktör analizi sonucunda ölçekte kalan maddelerin madde toplam
korelasyonlarının 0,684 ile 0,916 arasında olduğu görülmektedir. Açıklanan
varyans %73’tür. Ölçek uygulamasından alınabilecek en yüksek puan 70, en düşük
puan ise 14’tür. İlerideki araştırmalarda ölçeğin kullanılması durumunda, her
kullanılan araştırmada toplanan veriler üzerinden geçerlik ve güvenirlik analizlerinin
tekrarlanması, ölçeğe ilişkin geçerlik ve güvenirlikle ilgili kanıtları
artıracaktır. Diğer araştırmalardaki ölçeklerle bu araştırmada geliştirilen
ölçeğin bir arada kullanılarak, İngilizce dinleme becerisine yönelik öğrenci ve
öğretim elemanı kaygılarının karşılaştırmalı olarak incelenmesi faydalı
olacaktır.

References

  • Al-Sawalha, A. (2016). Qualitative and quantitative study on listening anxiety of Jordanian students majoring in English language at Jerash University. International Journal of Humanities and Social Science, 6(1).
  • Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness of fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-73.
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychol Bull, 107(2), 238-246.
  • Bouras, N., & Holt, G. (2007). Psychiatric and behavioural disorders in developmental and intellectual disabilities. Cambridge: Cambridge University Press.
  • Browne, M. W., & Cudeck, R. (1989). Single sample cross-validation indexes for covariance structures. Multivariate Behavioral Research, 24(4), 445-455.
  • Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık.
  • Cohen, R. J., & Swerdlik, M. E. (2013). Psikolojik test ve değerlendirme, testler ve ölçmeye giriş (Psychological testing and assessment, an introduction of test and measurement) (Çev. Ezel Tavşancıl). Ankara: Nobel Yayıncılık.
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. USA: CBS Collage Publishers Canpany.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. Ankara: Pegem Akademi.
  • DeVellis, R. F. (2014). Ölçek geliştirme, kuram ve uygulamalar (Çev. Tarık Totan). Ankara: Nobel Yayıncılık.
  • Flowerdew, J. (1994). Academic listening: Research perspectives. Cambridge: Cambridge University Press.
  • Gilmore, A. (2005). Developing students’ strategic competence. Oncue, 13(1), 27-30.
  • Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115-128.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
  • Hu, L. T., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal,1(6), 1-55.
  • Ito, Y. (2001). Effect of reduced forms on ESL learners' input-intake process. Second Language Studies, 20(1), 99-124.
  • Joiner, E. (1986). Listening in the foreign language. In Listening, Reading, and Writing: Analysis and Application. Ed. B. H. Wing, 43-70, VI Northeast Conference on the Teaching of Foreign Languages, Middlebury.
  • Jöreskog, K. G., & Sörbom, D. (1993). Lisrel 8: Structural equation modeling with the simplis command language. Hillsdale: Erlbaum Associates Publishers.
  • Kim, J. (2002). Anxiety and foreign language listening. English Teaching, 57(2), 3-34.
  • Kim, J. H. (2000). Foreign language listening anxiety: A study of Korean students leaning English (Unpublished doctoral dissertation). The University of Texas, Austin.
  • Kimura, H. (2008). Foreign language listening anxiety: Its dimensionality and group differences. JALT Journal, 30, 173-196.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling. NewYork: The Guilford Press.
  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman.
  • MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
  • Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indices in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103(3), 391-410.
  • Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53-66.
  • Özdamar, K. (2013). Paket programlar ile istatistiksel veri analizi (9. baskı). Eskişehir: Nisan Kitabevi.
  • Pan, Y. (2016). Analysis of listening anxiety in EFL Class. International Journal on Studies in English Language and Literature, 4(6).
  • Richard, J. C. (1985). The Language Teaching Matrix (2nd ed). New York: Cambridge University Press.
  • Scarcella, R. C., & Oxford, R. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle & Heinle Publishers.
  • Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama süreç, SPSS ve LISREL uygulamaları. Ankara: Anı Yayıncılık.
  • Serraj, S. (2015). Listening anxiety in Iranian EFL learners. International Journal of Scientific and Research Publications, 5(6).
  • Song, Y. (2005). Effects of anxiety on listening performance and suggestions for improving listening teaching. CELEA Journal, 28(1), 11-17.
  • Sümbüloğlu, K., & Akdağ, B. (2009). İleri biyoistatistiksel yöntemler. (Birinci baskı). Ankara: Hatipoğlu.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-73.
  • Şeker, H., & Gençdoğan, B. (2014). Psikolojide ve eğitimde ölçme aracı geliştirme. Ankara: Nobel Yayıncılık.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları. İstanbul: Ekinoks Yayınları.
  • Vieira, A. L. (2011). Preparation of the analysis. Interactive LISREL in practice. (1st ed.). London: Springer.
  • Yang, J. (2000). The relationship between anxiety and listening comprehension in English learning. Foreign Language Research, 2.
  • Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interactive with Krashen, Omaggio Hadley, Terrell, and Rubin. Foreign Language Annuals, 25, 157-172.
  • Zhai, L. L. (2015). Influence of anxiety on english listening comprehension: An investigation based on the freshmen of english majors. Studies in Literature and Language, 11(6), 40-47.
  • Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships, System, 41(1), 164-177.
  • Zhao, L. (2016). On English listening anxiety of foreign language learners and countermeasures, 2nd International Conference on Sustainable Energy and Environmental Engineering.
  • Zhou, D. (2003). Listening anxiety and affective strategies the insecond language classroom. Foreign Language Teaching Abroad, 3, 56-58.

A Validity and Reliability Study of English Listening Anxiety Scale

Year 2018, Volume: 6 Issue: 1, 40 - 51, 30.06.2018

Abstract

The goal of the
study is to develop a scale of “English Listening Anxiety” for determining 9th
grade students’ anxiety levels towards listening skills in English as a target
language. It has been stated in the literature that the scale development process
should have certain steps. While the scale was being developed in this study,
the ordering was followed in terms of the scale development process. First, a
review of literature was done. Based on the information gathered from the
review and four field expert opinions, the scale with 23 items was generated as
a five point (Strongly Disagree, Disagree, Partly Agree, Agree and Strongly
Agree) Likert Scale. The proposal scale, composed of 23 items, was applied to
two study groups in Turkey. The group of Exploratory Factor Analysis that aims
to determine the psychometric properties especially the construct validity and
reliability of the scale consisted of 485 ninth grade students whereas the
group of Confirmatory Factor Analysis that aims to find out whether the factor
structure demonstrated by the scale was confirmed or not consisted of 537 ninth
grade students. The construct validity of the scale was determined by using
principal component analysis. This analysis also includes Kaiser Meyer Olkin
(KMO) and Bartlett Test, which were carried out to check the appropriateness of
the data for factor analysis. KMO value of the scale was found to be 0.975. As
a result of the Bartlett Test, the significance value was found lower than
0.05, which means factor analysis can be conducted. A total of 9 items were
excluded from the scale. It has been seen in the exploratory factor analysis
that the scale revealed only one factor. The results of exploratory factor
analysis obtained show that item-total correlations are between 0,684 and
0,916. The variance explained is 73%. The highest score that can be obtained
from the scale is 70, whereas the lowest score is 14. Getting high score from
the scale shows that students have a high level of listening anxiety, whereas
getting low score from the scale shows that they have a low level of listening
anxiety. The study showed that “English Listening Anxiety Scale” is a valid and
reliable tool. Using “English Listening Anxiety Scale” with other data
collection tools on English listening skills and comparing the level of
students’ anxiety with the level of anxiety of teachers toward English
listening skills will be beneficial.

References

  • Al-Sawalha, A. (2016). Qualitative and quantitative study on listening anxiety of Jordanian students majoring in English language at Jerash University. International Journal of Humanities and Social Science, 6(1).
  • Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness of fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-73.
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychol Bull, 107(2), 238-246.
  • Bouras, N., & Holt, G. (2007). Psychiatric and behavioural disorders in developmental and intellectual disabilities. Cambridge: Cambridge University Press.
  • Browne, M. W., & Cudeck, R. (1989). Single sample cross-validation indexes for covariance structures. Multivariate Behavioral Research, 24(4), 445-455.
  • Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık.
  • Cohen, R. J., & Swerdlik, M. E. (2013). Psikolojik test ve değerlendirme, testler ve ölçmeye giriş (Psychological testing and assessment, an introduction of test and measurement) (Çev. Ezel Tavşancıl). Ankara: Nobel Yayıncılık.
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. USA: CBS Collage Publishers Canpany.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. Ankara: Pegem Akademi.
  • DeVellis, R. F. (2014). Ölçek geliştirme, kuram ve uygulamalar (Çev. Tarık Totan). Ankara: Nobel Yayıncılık.
  • Flowerdew, J. (1994). Academic listening: Research perspectives. Cambridge: Cambridge University Press.
  • Gilmore, A. (2005). Developing students’ strategic competence. Oncue, 13(1), 27-30.
  • Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115-128.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
  • Hu, L. T., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal,1(6), 1-55.
  • Ito, Y. (2001). Effect of reduced forms on ESL learners' input-intake process. Second Language Studies, 20(1), 99-124.
  • Joiner, E. (1986). Listening in the foreign language. In Listening, Reading, and Writing: Analysis and Application. Ed. B. H. Wing, 43-70, VI Northeast Conference on the Teaching of Foreign Languages, Middlebury.
  • Jöreskog, K. G., & Sörbom, D. (1993). Lisrel 8: Structural equation modeling with the simplis command language. Hillsdale: Erlbaum Associates Publishers.
  • Kim, J. (2002). Anxiety and foreign language listening. English Teaching, 57(2), 3-34.
  • Kim, J. H. (2000). Foreign language listening anxiety: A study of Korean students leaning English (Unpublished doctoral dissertation). The University of Texas, Austin.
  • Kimura, H. (2008). Foreign language listening anxiety: Its dimensionality and group differences. JALT Journal, 30, 173-196.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling. NewYork: The Guilford Press.
  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman.
  • MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
  • Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indices in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103(3), 391-410.
  • Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53-66.
  • Özdamar, K. (2013). Paket programlar ile istatistiksel veri analizi (9. baskı). Eskişehir: Nisan Kitabevi.
  • Pan, Y. (2016). Analysis of listening anxiety in EFL Class. International Journal on Studies in English Language and Literature, 4(6).
  • Richard, J. C. (1985). The Language Teaching Matrix (2nd ed). New York: Cambridge University Press.
  • Scarcella, R. C., & Oxford, R. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle & Heinle Publishers.
  • Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama süreç, SPSS ve LISREL uygulamaları. Ankara: Anı Yayıncılık.
  • Serraj, S. (2015). Listening anxiety in Iranian EFL learners. International Journal of Scientific and Research Publications, 5(6).
  • Song, Y. (2005). Effects of anxiety on listening performance and suggestions for improving listening teaching. CELEA Journal, 28(1), 11-17.
  • Sümbüloğlu, K., & Akdağ, B. (2009). İleri biyoistatistiksel yöntemler. (Birinci baskı). Ankara: Hatipoğlu.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-73.
  • Şeker, H., & Gençdoğan, B. (2014). Psikolojide ve eğitimde ölçme aracı geliştirme. Ankara: Nobel Yayıncılık.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları. İstanbul: Ekinoks Yayınları.
  • Vieira, A. L. (2011). Preparation of the analysis. Interactive LISREL in practice. (1st ed.). London: Springer.
  • Yang, J. (2000). The relationship between anxiety and listening comprehension in English learning. Foreign Language Research, 2.
  • Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interactive with Krashen, Omaggio Hadley, Terrell, and Rubin. Foreign Language Annuals, 25, 157-172.
  • Zhai, L. L. (2015). Influence of anxiety on english listening comprehension: An investigation based on the freshmen of english majors. Studies in Literature and Language, 11(6), 40-47.
  • Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships, System, 41(1), 164-177.
  • Zhao, L. (2016). On English listening anxiety of foreign language learners and countermeasures, 2nd International Conference on Sustainable Energy and Environmental Engineering.
  • Zhou, D. (2003). Listening anxiety and affective strategies the insecond language classroom. Foreign Language Teaching Abroad, 3, 56-58.
There are 45 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Şenol Orakcı

Publication Date June 30, 2018
Published in Issue Year 2018 Volume: 6 Issue: 1

Cite

APA Orakcı, Ş. (2018). İngilizce Dinleme Kaygısı Ölçeği’nin Geçerlik ve Güvenirlik Çalışması. Asian Journal of Instruction (E-AJI), 6(1), 40-51.

ASIAN JOURNAL OF INSTRUCTION

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