Research Article
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A Validity and Reliability Study of “English Speaking Anxiety Scale”

Year 2018, Volume: 5 Issue: 9, 1 - 18, 15.03.2018
https://doi.org/10.29129/inujgse.375916

Abstract

Purpose: The purpose of the study is to develop a scale
of “English Speaking Anxiety” for determining 7th grade students’
anxiety levels towards speaking skills in English as a target language.

 

Design & Methodology: This study is a descriptive study that aims to
develop a scale for determining the level of students’ speaking anxiety. In
addition, how to develop it and the psychometric properties
(validity-reliability) of this scale were also examined by the researcher. Two
groups were used for this study. They were “Exploratory Factor Analysis and
Reliability Group” and “Confirmatory Factor Analysis Group”. “Exploratory
Factor Analysis and Reliability Group” consists of 372 7th grade students
“Confirmatory Factor Analysis Group” consists of 402 7th grade students.

 

Findings: Exploratory factor analysis was carried out to
examine construct validity of “English Speaking Anxiety Scale”. In order to
determine the validity and reliability of the scale, Kaiser-Meyer-Olkin (KMO)
test, Bartlett Sphericity test, Varimax rotation, Cronbach alpha reliability
coefficient, and confirmatory factor analysis were used. When the findings of
the study are analyzed, it has been determined that the scale consists of 16
items and it has a structure composed of two factors. The study showed that
“English Speaking Anxiety Scale” is a valid and reliable tool. The results of
exploratory factor analysis obtained show that item-total correlations are
between 0.387 and 0.794. The variance explained is 67% and this value is
considered acceptable for the scale development studies in social sciences
(Büyüköztürk, 2013). It has been seen in the exploratory factor analysis that
the scale revealed two factors.

 













Implications & Suggestions: The study results showed
that this scale was an appropriate instrument to evaluate level of 7th
grade students’ speaking anxiety. This scale can be used for measurement of the
students’ speaking anxiety in English.

References

  • 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.
  • Anderson, J.C. & Gerbing, D.W. (1984). The effect of sampling error on convergence, improper solutions, and goodness of fit ındices for maximum likelihood confirmatory factor analysis. Psychometrika, 49(2), 155-73.
  • Bentler P.M. (1990). Comparative fit indexes in structural models. Psychological Bulletin 107(2), 238-246.
  • Brown, H.D. (1974). Affective variables in second language acquisition. Language Learning, 23(2), 231-243.
  • Brown, H.D. (2000). Principle of Language Learning and Teaching (4th Ed.). Pearson Education: Longman.
  • Browne M.W. & Cudeck R. (1989). Single sample cross-validation indexes for covariance structures. Multivariate Behavioral Research, 24(4), 445-55.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık.
  • Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446.
  • Cohen, R.J. ve Swerdlik, M.E. (2013). Psikolojik test ve değerlendirme, testler ve ölçmeye giriş (Psychological testing and assessment, an introduction of test and measurement) (Çev.Ed. Ezel Tavşancıl). Ankara: Nobel Yayıncılık.
  • Crocker, L. & Algina, J. (1986). Introductıon to classical and modern test theory. CBS Collage Publishers Canpany. USA.
  • Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia: Social and Behavioral Sciences, 199(3), 648-656.
  • Çokluk, Ö., Şekercioğlu, G., ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. Ankara: Pegem Akademi.
  • DeVellis, R.F. (2014). Ölçek geliştirme, kuram ve uygulamalar (Çev.Ed. Tarık Totan). Ankara: Nobel Yayıncılık.
  • Fang-peng, G., & Dong, Y. (2010). A study on college students‟ anxiety to spoken English. Canadian Social Science, 6(2), 95-101.
  • Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners‟ reactions to their own oral performance. The Modern Language Journal, 86 (4), 562-570.
  • Hambleton, R. K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology. 1(1), 1-30.
  • Horwitz, E., Horwitz, B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(3), 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, 6(1), 1-55.
  • Idri, N. (2012). Foreign Language Anxiety Among Algerian EFL Students: The Case of first year Students of English at the University of Abderahmane Mira-Béjaia; LMD (Licence/Master/Doctorate) System Group. Universal Journal of Education and General Studies, 1(3), 55-64.
  • İnsani Gelişme Türkiye Kamuoyu Araştırması Raporu (2017). ingev.org/wp-content/uploads/2017/02/İNSANİ-GELİŞİM-ENDEKSİ sayfasından erişilmiştir.
  • Jöreskog, K.G. & Sörbom, D. (1993). Lisrel 8: structural equation modeling with the simplis command language. Hillsdale: Erlbaum Associates Publishers.
  • Juhana. (2012). Psychological Factors That Hinders Students from Speaking in English Class (A Case Study in a Senior High School in South Tangerang, Banten, Indonesia). Journal of Education and Practice, 3(12), 100-110.
  • Kayi, H., (2006), Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, 12(11).
  • Kitano, K. (2001). Anxiety in the College Japanese Classroom. The Modern Language Journal, 85(4), 549-566.
  • 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. New York: Longman.
  • Liu, M. (2007). Anxiety in oral English classrooms: A case study in China. Indonesian Journal of English Language Teaching, 3(1), 119-137.
  • Mahmoodzadeh, M. (2012). Investigating Foreign Language Speaking Anxiety within the EFL Learner's Interlanguage System: The Case of Iranian
  • Learners. Journal of Language Teaching and Research, 3(3), 466-476.
  • Marsh, H.W., Balla, J.R. ve McDonald, R.P. (1988). Goodness-of-fit indices in confirmatory factor analysis: the effect of sample size. Psychological Bulletin, 103(3), 391-410.
  • Melouah, A. (2013). Foreign Language Anxiety in EFL Speaking Classrooms: A Case Study of First-year LMD Students of English at Saad Dahlab University of Blida, Algeria. Arab World English Journal, 4(1), 64-76.
  • Oxford, R.L. (1999). Anxiety and the language learner: New Insights. In Arnold J. (Ed.), Affect in Language Learning. Cambridge: Cambridge University Press.
  • Özdamar, K. (2013). Paket programlar ile istatistiksel veri analizi (9. Baskı). Eskişehir: Nisan Kitabevi, 1. Cilt
  • Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Proquest Education Journal, 36(3), 327-355.
  • Phillips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. Modern Language Journal, 76(1), 14-26.
  • Richard, J.C. (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge: Cambridge Press University.
  • Saito, Y., Horwitz, E. K. & Garza, T. J. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218.
  • Scovel, T. (1991). The effect of affect on foreign language learning: A review of anxiety research. Horwitz, D. J. & Young, D. J. (Eds.), Language anxiety: From theory and research to classroom implications. Englewood Cliffs, New Jersey: Prentice Hall.
  • Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama süreç, SPSS ve LISREL uygulamaları. Ankara: Anı Yayıncılık.
  • Spielberger, C. D. (1983). Manual for the State Trait Anxiety Inventory. California: Consulting Psychologists Press.
  • Subaşı, G. (2010). What are the Main Sources of Turkish EFL Students‟ Anxiety in Oral Practice? Turkish Online Journal of Qualitative Inquiry, 1(2), 29-49.
  • Sümbüloğlu K. ve 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. ve 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.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). New York Allyn and Bacon.
  • Tercan, G., & Dikilitas, K. (2015). EFL students’ speaking anxiety: A case from tertiary level students. International Association of Research in Foreign Language Education and Applied Linguistic ELT Research Journal, 4(1), 16-27.
  • Tsiplakides, I., & Keramida, A. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English classroom: Theoretical Issues and Practical Recommendations. International Education Studies, 2(4), 39-44.
  • Vieira A.L. (2011). Preparation of the analysis. Interactive LISREL in practice. (First Edition). London: Springer.
  • Yalçın, Ö., & İnceçay, V. (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia Social and Behavioral Sciences, 116(2014), 2620-2624.
  • Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.

İngilizce Konuşma Kaygısı Ölçeği’nin Geçerlik ve Güvenirlik Çalışması

Year 2018, Volume: 5 Issue: 9, 1 - 18, 15.03.2018
https://doi.org/10.29129/inujgse.375916

Abstract



Amaç: Bu araştırmada, 7. sınıf öğrencilerinin
İngilizce konuşma kaygı düzeylerini ortaya çıkaracak “İngilizce Konuşma Kaygısı
Ölçeği”nin teknik özelliklerinin (geçerlik ve güvenirlik) belirlenmesi
amaçlanmıştır.



 



Yöntem: Araştırma betimsel türde bir araştırmadır.
Araştırma kapsamında, 7. sınıf öğrencilerinin İngilizce konuşma kaygılarını
belirleyecek bir ölçek geliştirilerek deneme uygulaması yapılması ve ölçeğin
teknik özelliklerinin (geçerlik ve güvenirlik) betimlenmesi esas alınmıştır.

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 Konuşma Kaygısı Ölçeği”nin teknik
özelliklerinden yapı geçerliği ve güvenirliğini belirlemek amacıyla toplam 372
yedinci sınıf öğrencisinden oluşmaktadır.
Geliştirilen
“İngilizce Konuşma Kaygısı Ölçeği”nin belirlenen yapısının (açıklayıcı faktör
analizi sonucunda) doğrulanıp doğrulanmadığının belirlenmesi için oluşturulan
“Doğrulayıcı Faktör Analizi Grubu” ise toplam 402 yedinci sınıf öğrencisinden
oluşmaktadır.



 



Bulgular: İngilizce Konuşma Kaygısı Ölçeği’nin geçerliğini
ve güvenirliğini belirleyebilmek için Kaiser–Meyer–Olkin (KMO) test, Bartlett
Sphericity test, varimax eksen dördürmesi (rotation), Cronbach Alpha güvenirlik
katsayısı, doğrulayıcı faktör analizi gibi teknikler kullanılmıştır. Analizler
sonucunda, ölçeğin 16 maddeden ve iki faktörden oluşan bir yapıya sahip olduğu
görülmüştür. Araştırma, "İngilizce Konuşma Kaygısı Ölçeği"nin geçerli
ve güvenilir bir ölçme aracı olduğunu göstermiştir. Ölçekte yer alan maddeleri
madde–toplam korelasyonları 0.387 ile 0.794 arasında değişmektedir.
Varimax eksen döndürmesi işlemi sonucunda oluşan iki faktörün
öğrencilerin konuşma becerilerine ilişkin kaygı düzeyini belirleme değişkeninde
açıkladığı varyans  % 67’dir.
Bu değer sosyal bilimlerde ölçek geliştirme çalışmalarında kabul
edilir düzeyin üzerinde bir değerdi.



 



Sonuçlar ve Öneriler: İngilizce Konuşma Kaygısı Ölçeği’nin, İngilizce
konuşma becerilerine yönelik diğer veri toplama araçlarıyla birlikte
kullanılması ve elde edilen verilerin bir arada yorumlanması hem çalışmanın
gücünün artması hem de İngilizce Konuşma Kaygısı Ölçeği’nin gelişim sürecine
katkı sağlaması bakımından önerilir.





References

  • 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.
  • Anderson, J.C. & Gerbing, D.W. (1984). The effect of sampling error on convergence, improper solutions, and goodness of fit ındices for maximum likelihood confirmatory factor analysis. Psychometrika, 49(2), 155-73.
  • Bentler P.M. (1990). Comparative fit indexes in structural models. Psychological Bulletin 107(2), 238-246.
  • Brown, H.D. (1974). Affective variables in second language acquisition. Language Learning, 23(2), 231-243.
  • Brown, H.D. (2000). Principle of Language Learning and Teaching (4th Ed.). Pearson Education: Longman.
  • Browne M.W. & Cudeck R. (1989). Single sample cross-validation indexes for covariance structures. Multivariate Behavioral Research, 24(4), 445-55.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık.
  • Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446.
  • Cohen, R.J. ve Swerdlik, M.E. (2013). Psikolojik test ve değerlendirme, testler ve ölçmeye giriş (Psychological testing and assessment, an introduction of test and measurement) (Çev.Ed. Ezel Tavşancıl). Ankara: Nobel Yayıncılık.
  • Crocker, L. & Algina, J. (1986). Introductıon to classical and modern test theory. CBS Collage Publishers Canpany. USA.
  • Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia: Social and Behavioral Sciences, 199(3), 648-656.
  • Çokluk, Ö., Şekercioğlu, G., ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. Ankara: Pegem Akademi.
  • DeVellis, R.F. (2014). Ölçek geliştirme, kuram ve uygulamalar (Çev.Ed. Tarık Totan). Ankara: Nobel Yayıncılık.
  • Fang-peng, G., & Dong, Y. (2010). A study on college students‟ anxiety to spoken English. Canadian Social Science, 6(2), 95-101.
  • Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners‟ reactions to their own oral performance. The Modern Language Journal, 86 (4), 562-570.
  • Hambleton, R. K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology. 1(1), 1-30.
  • Horwitz, E., Horwitz, B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(3), 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, 6(1), 1-55.
  • Idri, N. (2012). Foreign Language Anxiety Among Algerian EFL Students: The Case of first year Students of English at the University of Abderahmane Mira-Béjaia; LMD (Licence/Master/Doctorate) System Group. Universal Journal of Education and General Studies, 1(3), 55-64.
  • İnsani Gelişme Türkiye Kamuoyu Araştırması Raporu (2017). ingev.org/wp-content/uploads/2017/02/İNSANİ-GELİŞİM-ENDEKSİ sayfasından erişilmiştir.
  • Jöreskog, K.G. & Sörbom, D. (1993). Lisrel 8: structural equation modeling with the simplis command language. Hillsdale: Erlbaum Associates Publishers.
  • Juhana. (2012). Psychological Factors That Hinders Students from Speaking in English Class (A Case Study in a Senior High School in South Tangerang, Banten, Indonesia). Journal of Education and Practice, 3(12), 100-110.
  • Kayi, H., (2006), Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, 12(11).
  • Kitano, K. (2001). Anxiety in the College Japanese Classroom. The Modern Language Journal, 85(4), 549-566.
  • 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. New York: Longman.
  • Liu, M. (2007). Anxiety in oral English classrooms: A case study in China. Indonesian Journal of English Language Teaching, 3(1), 119-137.
  • Mahmoodzadeh, M. (2012). Investigating Foreign Language Speaking Anxiety within the EFL Learner's Interlanguage System: The Case of Iranian
  • Learners. Journal of Language Teaching and Research, 3(3), 466-476.
  • Marsh, H.W., Balla, J.R. ve McDonald, R.P. (1988). Goodness-of-fit indices in confirmatory factor analysis: the effect of sample size. Psychological Bulletin, 103(3), 391-410.
  • Melouah, A. (2013). Foreign Language Anxiety in EFL Speaking Classrooms: A Case Study of First-year LMD Students of English at Saad Dahlab University of Blida, Algeria. Arab World English Journal, 4(1), 64-76.
  • Oxford, R.L. (1999). Anxiety and the language learner: New Insights. In Arnold J. (Ed.), Affect in Language Learning. Cambridge: Cambridge University Press.
  • Özdamar, K. (2013). Paket programlar ile istatistiksel veri analizi (9. Baskı). Eskişehir: Nisan Kitabevi, 1. Cilt
  • Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Proquest Education Journal, 36(3), 327-355.
  • Phillips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. Modern Language Journal, 76(1), 14-26.
  • Richard, J.C. (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge: Cambridge Press University.
  • Saito, Y., Horwitz, E. K. & Garza, T. J. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218.
  • Scovel, T. (1991). The effect of affect on foreign language learning: A review of anxiety research. Horwitz, D. J. & Young, D. J. (Eds.), Language anxiety: From theory and research to classroom implications. Englewood Cliffs, New Jersey: Prentice Hall.
  • Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama süreç, SPSS ve LISREL uygulamaları. Ankara: Anı Yayıncılık.
  • Spielberger, C. D. (1983). Manual for the State Trait Anxiety Inventory. California: Consulting Psychologists Press.
  • Subaşı, G. (2010). What are the Main Sources of Turkish EFL Students‟ Anxiety in Oral Practice? Turkish Online Journal of Qualitative Inquiry, 1(2), 29-49.
  • Sümbüloğlu K. ve 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. ve 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.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). New York Allyn and Bacon.
  • Tercan, G., & Dikilitas, K. (2015). EFL students’ speaking anxiety: A case from tertiary level students. International Association of Research in Foreign Language Education and Applied Linguistic ELT Research Journal, 4(1), 16-27.
  • Tsiplakides, I., & Keramida, A. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English classroom: Theoretical Issues and Practical Recommendations. International Education Studies, 2(4), 39-44.
  • Vieira A.L. (2011). Preparation of the analysis. Interactive LISREL in practice. (First Edition). London: Springer.
  • Yalçın, Ö., & İnceçay, V. (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia Social and Behavioral Sciences, 116(2014), 2620-2624.
  • Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.
There are 51 citations in total.

Details

Primary Language Turkish
Journal Section Manuscripts
Authors

Şenol Orakcı

Publication Date March 15, 2018
Submission Date January 8, 2018
Acceptance Date March 2, 2018
Published in Issue Year 2018 Volume: 5 Issue: 9

Cite

APA Orakcı, Ş. (2018). İngilizce Konuşma Kaygısı Ölçeği’nin Geçerlik ve Güvenirlik Çalışması. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9), 1-18. https://doi.org/10.29129/inujgse.375916