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Yabancı Dilde Kaygı: Bir Ölçek Geliştirme Çalışması

Year 2023, Volume: 12 Issue: 23, 33 - 46, 30.04.2023
https://doi.org/10.55605/ejedus.1233586

Abstract

Bu araştırmanın amacı, lise öğrencilerinin İngilizce dersine yönelik kaygılarının düzeylerini ölçmek amacıyla bir ölçek geliştirmektir. Çalışma grubunu Elazığ il merkezinde bulunan Anadolu, fen, meslek, spor ve özel liselerde öğrenim gören 9,10,11 ve 12. sınıf toplam 302 lise öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak, Doğan (2008) tarafından geliştirilen “Yabancı Dil Kaygı Anketi” kullanılmıştır. Anket toplam 26 maddeden oluşmaktadır ve “Kesinlikle Katılıyorum”, “Katılıyorum”, “Fikrim Yok”, “Katılmıyorum”, “Kesinlikle Katılmıyorum” cevaplarının alındığı likert formda hazırlanmıştır. Kullanılan anketin ölçeğe dönüştürülmesi ve geçerlilik ve güvenirliğin sağlanması için öncelikle anket maddeleri, 153 öğrenciden alınan veriler üzerinden Açımlayıcı Faktör Analizine tabi tutulmuştur. Başlangıçta 27 maddeden oluşan beşli likert yapıya sahip anketin 11 maddesinin binişik olduğu tespit edilerek ölçekten çıkarılmıştır ve 16 maddeden oluşan, üç faktörlü bir yapı elde edilmiştir. Bu faktörler “Konuşma Kaygısı”, “Başarısızlık Kaygısı” ve “Maruziyet Kaygısı” şeklinde adlandırılmıştır. Ölçeğin toplam açıklanan varyansının % 60.82 olduğu belirlenmiştir. Daha sonra ilk gruptan farklı 149 öğrenciden alınan veriler üzerinde Doğrulayıcı Faktör Analizi yapılmış, ölçeğin tümü için elde edilen iç tutarlık katsayısı ise .94 olarak belirlenmiştir. Geliştirilen bu ölçek sayesinde liselerde öğrenim gören bireylerin kaygı seviyeleri ortaya konulabilir ve hangi durumların İngilizce dersine karşı kaygı seviyelerini artırdığı belirlenebilir. Bu sayede, yüksek yabancı dil kaygısı taşıyan öğrenciler için gerekli önlemler alınarak, yabancı dil derslerinin etkililiği artırılabilir.

References

  • Allwright, R., Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge University Press.
  • 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(2), 155-173.
  • Arnold, J., & Brown, H. D. (1999). A map of the terrain in J. Arnold (Ed.), Affect in Language Learning (pp. 1- 24).Cambridge University Press.
  • Baş, G. (2013). Yabancı dil öğrenme kaygısı ölçeği: Geçerlik ve güvenirlik çalışması. Turkish Journal of Social Research/Turkiye Sosyal Arastirmalar Dergisi, 17(2), 49-68.
  • Batumlu, D., & Erden, M. (2007). Yıldız Teknik Üniversitesi Yabancı Diller Yüksek Okulu hazırlık öğrencilerinin yabancı dil kaygıları ile İngilizce başarıları arasındaki ilişki. Eğitimde Kuram ve Uygulama, 3(1), 24-38.
  • Brown, H. D. (1994). Principles of Language Learning and Teaching. Prentice Hail Regents, N.J.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: Guilford publications.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136.
  • Byrne, B. M. (1998). Structural Equation Modeling with LISREL, PRELIS and SIMPLIS: Basic Concepts, Applications and Programming. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Cabrera-Nguyen, P. (2010). Author guidelines for reporting scale development and validation results in the Journal of the society for social work and researh. Journal of the Society for Social Work and Research, 1(2), 99-103. doi: 10.5243/jsswr.2010.8
  • Carmines, E. G., & Zeller, R. A. (1982). Reliability and validity assessment. 5th printing. Beverly Hills: Sage Publications Inc, 9.
  • Clark, L. A., & Watson, D. (2019). Constructing validity: New developments in creating objective measuring instruments. Psychological Assessment, 31(12), 1412.
  • Comrey, A. L., & Lee, H. B. (1992). Interpretation and application of factor analytic results. Comrey AL, Lee HB. A first course in factor analysis, 2, 1992.
  • Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Fourrecommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation, 10(7), 1-9.
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Holt, Rinehart and Winston, 6277 Sea Harbor Drive, Orlando, FL 32887.
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–324.
  • Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological bulletin, 52(4), 281.
  • Crowley, S. L., & Fan, X. (1997). Structural equation modeling: Basic Concepts and applications in personality assessment research. Journal of Personality Assessment, 68(3), 508-31.
  • Cureton, E. E. (1951). A Consensus as to the Validity of Polygraph Procedures. Tenn. L. Rev., 22, 728.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve lisrel uygulamalı. Ankara: PegemA Yayınları
  • Dalkılıç, N. (2001). An Investigation Into The Role of Anxiety in Second Language Learning. http://www.sosyalbilimler.cukurovaom/p/articles/mi_mOFCR/is_4 adresinden indirilmiştir.
  • Davidshofer, K. R., & Murphy, C. O. (2005). Psychological testing: principles and applications. Pearson/Prentice Hall, Upper Saddle river
  • DeVellis, R. F. (2003). Scale development: Theory and applications. London: Sage.
  • Doğan, A. (2008). Lise öğrencilerinin İngilizce öğrenimlerini etkileyen yabancı dil kaygısı. Dil Dergisi, (139), 48-67.
  • Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological assessment, 7(3), 286.
  • Ganschow, L., & Sparks, R. (1996). Anxiety about foreign language learning among high school women. The Modern Language Journal, 80(2), 199-212.
  • Gorsuch, R.L. (1983). Factor analysis (2nd ed.). Hillside, NJ: Lawrence Erlbaum Associates.
  • Harmer, J. (1991). The practice of English language teaching. Longman Publishing, New York.
  • Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological measurement, 66(3), 393-416.
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Tesol Quarterly, 20(3), 559-562.
  • Horwitz, E.K, Horwitz, M.B., & Cope, J.A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
  • Horwıtz, E. K., Horwıtz, M. B. ve Cope, J. A. (1991). Foreign Language Classroom Anxiety. (eds. E. K. Horwitz & D. J. Young), In Language Anxiety: From Theoryand Research to Classroom Implications (pp. 27-36). New Jersey: Englewood Cliffs.
  • 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, 6, 1-55.
  • Jöreskog, K. G. (1971). Simultaneous factor analysis in several populations. Psychometrika, 36(4), 409-426.
  • Kapıkıran, N. A. (2006). Başarı kaygısı ölçeğinin geçerliği ve güvenirliği. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 19(19), 1-6.
  • Kline, P. (1994). An easy guide to factor analysis. UKK Routledge:1990.
  • Kline, R. B. (2016). Principle and practice of structural equation modelling (4th ed.). New York, NY: The Guilford Press
  • Littlewood, W. & William, L. (1984). Foreign and second language learning: Language acquisition research and its implications for the classroom. Cambridge University Press.
  • MacCallum, R. C., Browne, M.W., & Sugawara, H., M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1 (2), 130-49.
  • MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90-99.
  • MacIntyre, P. D. & Gardner, R. C. (1991). Methods And Results In The Study of Anxıety and Language Learning: A Review of Literature. Language Learning, 41 (1). 85-117.
  • MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305.
  • Marsh, H. W., & Hau, K. T. (1996). Assessing goodness of fit: Is parsimony always desirable? The Journal of Experimental Education, 64(4), 364-390.
  • Morgan, C.T. (1981). Psikolojiye giriş ders kitabı. (Çev. Sirel Karakaş ve diğ.) Meteksan Basımevi, Ankara.
  • Öner, N. (1990). Sınav Kaygısı Envanteri El Kitabı. Yüksek Öğretimde Rehberliği Tanıtma ve Rehber Yetiştirme Vakfı Yayını: 1-2.
  • Polat, M., & Erişti, B. (2018). Yabancı dilde dinleme kaygısı ölçeğinin geliştirilmesi. Electronic Turkish Studies, 13(11).
  • Rogers, C. (1979). Freedom to learn. USA. Charles E. Merrill Publishing Company.
  • Rummel, R. J. (1988). Applied factor analysis. Illinois, Evanston: Northwestern University Press.
  • Sapir, S., & Aronson, A. E. (1990). The relationship between psychopathology and speech and language disorders in neurologic patients. Journal of Speech and Hearing Disorders, 55(3), 503-509.
  • Sarıgül, H. (2000). Trait anxiety and foreign language anxietyand their effects on learners’ foreign language proficiency and achievment, [Yayımlanmamış Yüksek Lisans Tezi]. İstanbul: Boğaziçi Üniversitesi.
  • Senemoğlu, N. (2005). Gelişim öğrenme ve öğretim. Ankara: Gazi Yayınları.
  • Tabachnick, B. G., & Fidell, L.S. (2012). Using Multivariate Statistics. 6th ed. Pearson Education, Inc, New York, NY, U.S.A.
  • Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel.
  • Tekin, H. (1977). Eğitimde ölçme ve değerlendirme (Quantitation and evaluation in education). Ankara: Mars Matbaası.
  • Tekindal, S. (2009). Duyuşsal özeliklerin ölçülmesi için araç oluşturma. (Geliştirilmiş 2. bs.). Ankara: Pegem A Yayıncılık.
  • Thorndike, R. M., Cunningham, G. K., Thorndike, R. L., & Hagen, E. P. (1991). Measurement and evaluation in psychology and education. Macmillan Publishing Co, Inc.
  • Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in quantitative methods for psychology, 9(2), 79-94.

Anxiety in a Foreign Language: A Scale Development Study

Year 2023, Volume: 12 Issue: 23, 33 - 46, 30.04.2023
https://doi.org/10.55605/ejedus.1233586

Abstract

The aim of this research is to develop a scale to measure the anxiety levels of high school students towards the English course. The study group consists of a total of 302 high school students from 9th, 10th, 11th and 12th grades studying in Anatolian, science, vocational, sports and private high schools located in the city center of Elazığ. The “Foreign Language Anxiety Questionnaire” developed by Doğan (2008) was used as a data collection tool in the research. The questionnaire consists of a total of 26 items and was prepared in a likert form, in which the answers are given as "Strongly Agree", "Agree", "No Idea", "Disagree", "Strongly Disagree". In order to convert the questionnaire into a scale and to ensure its validity and reliability, first of all, the questionnaire items were subjected to Exploratory Factor Analysis on the data obtained from 153 students. At the beginning, questionnaire had a five-point Likert structure consisting of 27 items and 11 of them were found to be overlapping and were removed from the scale, and a three-factor structure consisting of 16 items was obtained. These factors are named as “Speaking Anxiety”, “Failure Anxiety” and “Exposure Anxiety”. It was determined that the total explained variance of the scale was 60.82%. Then, Confirmatory Factor Analysis was performed on the data obtained from 149 students different from the first group, and the internal consistency coefficient obtained for the whole scale was determined as .94. Thanks to this scale, the anxiety levels of individuals studying at high schools can be revealed and which situations increase their anxiety levels towards the English course can be determined. Therefore, the effectiveness of foreign language lessons can be increased by taking necessary precautions for students with high foreign language anxiety.

References

  • Allwright, R., Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge University Press.
  • 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(2), 155-173.
  • Arnold, J., & Brown, H. D. (1999). A map of the terrain in J. Arnold (Ed.), Affect in Language Learning (pp. 1- 24).Cambridge University Press.
  • Baş, G. (2013). Yabancı dil öğrenme kaygısı ölçeği: Geçerlik ve güvenirlik çalışması. Turkish Journal of Social Research/Turkiye Sosyal Arastirmalar Dergisi, 17(2), 49-68.
  • Batumlu, D., & Erden, M. (2007). Yıldız Teknik Üniversitesi Yabancı Diller Yüksek Okulu hazırlık öğrencilerinin yabancı dil kaygıları ile İngilizce başarıları arasındaki ilişki. Eğitimde Kuram ve Uygulama, 3(1), 24-38.
  • Brown, H. D. (1994). Principles of Language Learning and Teaching. Prentice Hail Regents, N.J.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: Guilford publications.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136.
  • Byrne, B. M. (1998). Structural Equation Modeling with LISREL, PRELIS and SIMPLIS: Basic Concepts, Applications and Programming. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Cabrera-Nguyen, P. (2010). Author guidelines for reporting scale development and validation results in the Journal of the society for social work and researh. Journal of the Society for Social Work and Research, 1(2), 99-103. doi: 10.5243/jsswr.2010.8
  • Carmines, E. G., & Zeller, R. A. (1982). Reliability and validity assessment. 5th printing. Beverly Hills: Sage Publications Inc, 9.
  • Clark, L. A., & Watson, D. (2019). Constructing validity: New developments in creating objective measuring instruments. Psychological Assessment, 31(12), 1412.
  • Comrey, A. L., & Lee, H. B. (1992). Interpretation and application of factor analytic results. Comrey AL, Lee HB. A first course in factor analysis, 2, 1992.
  • Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Fourrecommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation, 10(7), 1-9.
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Holt, Rinehart and Winston, 6277 Sea Harbor Drive, Orlando, FL 32887.
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–324.
  • Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological bulletin, 52(4), 281.
  • Crowley, S. L., & Fan, X. (1997). Structural equation modeling: Basic Concepts and applications in personality assessment research. Journal of Personality Assessment, 68(3), 508-31.
  • Cureton, E. E. (1951). A Consensus as to the Validity of Polygraph Procedures. Tenn. L. Rev., 22, 728.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve lisrel uygulamalı. Ankara: PegemA Yayınları
  • Dalkılıç, N. (2001). An Investigation Into The Role of Anxiety in Second Language Learning. http://www.sosyalbilimler.cukurovaom/p/articles/mi_mOFCR/is_4 adresinden indirilmiştir.
  • Davidshofer, K. R., & Murphy, C. O. (2005). Psychological testing: principles and applications. Pearson/Prentice Hall, Upper Saddle river
  • DeVellis, R. F. (2003). Scale development: Theory and applications. London: Sage.
  • Doğan, A. (2008). Lise öğrencilerinin İngilizce öğrenimlerini etkileyen yabancı dil kaygısı. Dil Dergisi, (139), 48-67.
  • Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological assessment, 7(3), 286.
  • Ganschow, L., & Sparks, R. (1996). Anxiety about foreign language learning among high school women. The Modern Language Journal, 80(2), 199-212.
  • Gorsuch, R.L. (1983). Factor analysis (2nd ed.). Hillside, NJ: Lawrence Erlbaum Associates.
  • Harmer, J. (1991). The practice of English language teaching. Longman Publishing, New York.
  • Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological measurement, 66(3), 393-416.
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Tesol Quarterly, 20(3), 559-562.
  • Horwitz, E.K, Horwitz, M.B., & Cope, J.A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
  • Horwıtz, E. K., Horwıtz, M. B. ve Cope, J. A. (1991). Foreign Language Classroom Anxiety. (eds. E. K. Horwitz & D. J. Young), In Language Anxiety: From Theoryand Research to Classroom Implications (pp. 27-36). New Jersey: Englewood Cliffs.
  • 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, 6, 1-55.
  • Jöreskog, K. G. (1971). Simultaneous factor analysis in several populations. Psychometrika, 36(4), 409-426.
  • Kapıkıran, N. A. (2006). Başarı kaygısı ölçeğinin geçerliği ve güvenirliği. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 19(19), 1-6.
  • Kline, P. (1994). An easy guide to factor analysis. UKK Routledge:1990.
  • Kline, R. B. (2016). Principle and practice of structural equation modelling (4th ed.). New York, NY: The Guilford Press
  • Littlewood, W. & William, L. (1984). Foreign and second language learning: Language acquisition research and its implications for the classroom. Cambridge University Press.
  • MacCallum, R. C., Browne, M.W., & Sugawara, H., M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1 (2), 130-49.
  • MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90-99.
  • MacIntyre, P. D. & Gardner, R. C. (1991). Methods And Results In The Study of Anxıety and Language Learning: A Review of Literature. Language Learning, 41 (1). 85-117.
  • MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305.
  • Marsh, H. W., & Hau, K. T. (1996). Assessing goodness of fit: Is parsimony always desirable? The Journal of Experimental Education, 64(4), 364-390.
  • Morgan, C.T. (1981). Psikolojiye giriş ders kitabı. (Çev. Sirel Karakaş ve diğ.) Meteksan Basımevi, Ankara.
  • Öner, N. (1990). Sınav Kaygısı Envanteri El Kitabı. Yüksek Öğretimde Rehberliği Tanıtma ve Rehber Yetiştirme Vakfı Yayını: 1-2.
  • Polat, M., & Erişti, B. (2018). Yabancı dilde dinleme kaygısı ölçeğinin geliştirilmesi. Electronic Turkish Studies, 13(11).
  • Rogers, C. (1979). Freedom to learn. USA. Charles E. Merrill Publishing Company.
  • Rummel, R. J. (1988). Applied factor analysis. Illinois, Evanston: Northwestern University Press.
  • Sapir, S., & Aronson, A. E. (1990). The relationship between psychopathology and speech and language disorders in neurologic patients. Journal of Speech and Hearing Disorders, 55(3), 503-509.
  • Sarıgül, H. (2000). Trait anxiety and foreign language anxietyand their effects on learners’ foreign language proficiency and achievment, [Yayımlanmamış Yüksek Lisans Tezi]. İstanbul: Boğaziçi Üniversitesi.
  • Senemoğlu, N. (2005). Gelişim öğrenme ve öğretim. Ankara: Gazi Yayınları.
  • Tabachnick, B. G., & Fidell, L.S. (2012). Using Multivariate Statistics. 6th ed. Pearson Education, Inc, New York, NY, U.S.A.
  • Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel.
  • Tekin, H. (1977). Eğitimde ölçme ve değerlendirme (Quantitation and evaluation in education). Ankara: Mars Matbaası.
  • Tekindal, S. (2009). Duyuşsal özeliklerin ölçülmesi için araç oluşturma. (Geliştirilmiş 2. bs.). Ankara: Pegem A Yayıncılık.
  • Thorndike, R. M., Cunningham, G. K., Thorndike, R. L., & Hagen, E. P. (1991). Measurement and evaluation in psychology and education. Macmillan Publishing Co, Inc.
  • Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in quantitative methods for psychology, 9(2), 79-94.
There are 58 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Ahmet Egemen Akmençe 0000-0001-7523-4061

Murat Tuncer 0000-0001-9136-6355

Publication Date April 30, 2023
Published in Issue Year 2023 Volume: 12 Issue: 23

Cite

APA Akmençe, A. E., & Tuncer, M. (2023). Yabancı Dilde Kaygı: Bir Ölçek Geliştirme Çalışması. Elektronik Eğitim Bilimleri Dergisi, 12(23), 33-46. https://doi.org/10.55605/ejedus.1233586