A Computer Attitude Scale for Language Teachers

Daud, Nuraihan Mat

doi:10.1080/0958822950080404

Cited by 14 publications

(12 citation statements)

References 2 publications

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“…Our findings undermine Daud's (1995) and Smith's (1996) claims of attitude's unidimensionality. The results of PCA showed three separate dimensions, and CFA model testing confirmed that a unidimensional model would not fit the data.…”

Section: P-baq's Dimensionscontrasting

confidence: 88%

“…Daud (1995) applied factor analysis on a pool of items measuring language teachers' and students' attitude toward computers, where a single attitude factor emerged. Smith, Caputi, and Rawstorne (2000) also found that attitude's posited dimensions were inseparable, arguing that the items that elicit students' attitudinal and "psychological reactions" might not load on distinct factors.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Validity of the Persian Blog Attitude Questionnaire: An Evidence-Based Approach

Aryadoust

Shahsavar

2016

J. Mod. App. Stat. Meth.

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Validity evidence is provided for a Persian blog attitude questionnaire (P-BAQ). P-BAQ was administered to 565 Iranians and factor analysis and rating scale model identified affective, behavioral, and perseverance, and confidence dimensions underlying the data. P-BAQ's validity argument was supported by the theoretical and psychometric evidence, although adding a few items to the instrument would improve its construct representativeness.

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Section: P-baq's Dimensionscontrasting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Validity of the Persian Blog Attitude Questionnaire: An Evidence-Based Approach

Aryadoust

Shahsavar

2016

J. Mod. App. Stat. Meth.

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“…To assess participants' computer attitude, computer attitude scale for language teachers (CASLT) was used (Daud, 1995). CASLT is a 21-item scale that measures teachers' attitude towards computer integration into teaching English language based on a 5-point Likert scale with the high score (5) representing a positive attitude (strongly agree) and low score (1) representing a negative attitude (strongly disagree).…”

Section: Computer Attitudes Questionnairementioning

confidence: 99%

ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics

Rahimi¹,

Yadollahi²

2011

WJEL

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This study investigates the level of Information and Communication Technology (ICT) use in teaching English as a foreign language (EFL). Additionally, it explores the effect of EFL teachers' personal and technology-related characteristics in ICT use in English classes. Two hundred and forty-eight full time teachers participated in the study and filled in the personal information form, computer anxiety rating scale, computer attitude questionnaire, ICT use rating scale, and computer literacy questionnaire. The results of data analysis revealed that digital portable devices were used more than computer or network applications/tools in English classes and teachers used technology most frequently in teaching oral skills. It was also found that ICT use correlated inversely with teachers' age, years of teaching experience, and computer anxiety. ICT use was found to be positively and significantly related to teachers' academic credentials, computer ownership, computer literacy, and use; while ICT use was not related to attitude and gender. Multiple regressions showed that from among the variables that correlated with ICT use, teachers' computer literacy and academic credentials could predict ICT use.

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“…There is little evidence of 'computer phobia'. The CALL literature has suggested that a likely reason why some teachers do not use computer technology in their teaching is because these teachers may have poor attitudes towards technology (Cuban, 1986;Okinaka, 1992;Daud, 1995;Hardy, 1998). Results from this study show otherwise.…”

Section: 1: Lote Teachers and Technologymentioning

confidence: 57%

“…Moreover, many studies have concluded that there is an apparent reluctance on the part of teachers to embrace computer technology (Cuban, 1986;Snyder, 1996). A critical variable in the implementation of computer technology is the teacher's attitude towards it (Okinaka, 1992;Daud, 1995;Hardy, 1998).…”

Section: Research Questionsmentioning

confidence: 99%