A Validity and Reliability Study of English Listening Anxiety Scale

Şenol Orakcı

Research Article

2018, 6(1), pp. 40-51

A Validity and Reliability Study of English Listening Anxiety Scale

Şenol Orakcı ¹ ^*

¹ Öğretmen, Doktor, Açık Öğretim İmam Hatip Lisesi
^* Corresponding Author

Published in Volume 6 Issue 1: 30 Jun 2018

Download: 1

OPEN ACCESS FULL TEXT (PDF)

Abstract

The goal of the study is to develop a scale of “English Listening Anxiety” for determining 9^th grade students’ anxiety levels towards listening skills in English as a target language. These are Exploratory Factor Analysis Group and Confirmatory Factor Analysis Group. 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. 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. 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.

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.

AMA 10th edition

In-text citation: (1), (2), (3), etc.
Reference: Orakcı Ş. A Validity and Reliability Study of English Listening Anxiety Scale. Asian Journal of Instruction. 2018;6(1), 40-51.

APA 6th edition

In-text citation: (Orakcı, 2018)
Reference: Orakcı, Ş. (2018). A Validity and Reliability Study of English Listening Anxiety Scale. Asian Journal of Instruction, 6(1), 40-51.

Chicago

In-text citation: (Orakcı, 2018)
Reference: Orakcı, Şenol. "A Validity and Reliability Study of English Listening Anxiety Scale". Asian Journal of Instruction 2018 6 no. 1 (2018): 40-51.

Harvard

In-text citation: (Orakcı, 2018)
Reference: Orakcı, Ş. (2018). A Validity and Reliability Study of English Listening Anxiety Scale. Asian Journal of Instruction, 6(1), pp. 40-51.

MLA

In-text citation: (Orakcı, 2018)
Reference: Orakcı, Şenol "A Validity and Reliability Study of English Listening Anxiety Scale". Asian Journal of Instruction, vol. 6, no. 1, 2018, pp. 40-51.

Vancouver

In-text citation: (1), (2), (3), etc.
Reference: Orakcı Ş. A Validity and Reliability Study of English Listening Anxiety Scale. Asian Journal of Instruction. 2018;6(1):40-51.

Keywords

English listening skills, anxiety, scale development, validity and reliability

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Submit My Manuscript