Development and Validation of an Instrument to Evaluate Technology-Enhanced Learning and Teaching Sustainability in Teaching Spelling

Abstract

(1) Background: The current advancement in technology-enhanced learning and teaching sustainability has extended its progression in teaching spelling. Teaching spelling is paramount as is the impetus for English language mastery. However, a burgeoning paucity in technology-enhanced learning and the teaching of spelling has led to the purpose of this study, which is to undertake a pioneering preliminary study in the development and validation of an instrument (initially with 43 developed items under six constructs) based on the unified theory of acceptance and use of technology (UTAUT) model to evaluate its sustainability. (2) Methods: There are two stages of content-validity determination: Stage 1: the instrument development stage, and Stage 2: the instrument validation stage. (3) Results: The first research question demonstrated 40 agreed items (I-CVI = 1) and three items with contradicting agreements (FC7 = 0.40; BI7 = 0.40; UB6 = 0.60) from five experts, which validated the instrument of this study. The second research question revealed the remaining 40 items (S-CVI(Average) = 1) and (S-CVI(Universal Agreement) = 1). (4) Conclusions: The final 40-item instrument is content-valid and could contribute to the evaluation of technology-enhanced learning and teaching sustainability in teaching spelling in a separate study, ultimately forwarding English language mastery.

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