Exploring the Design Thinking Orientation in English as a Foreign Language (EFL) for Learners: An Instrument Development Study

Abstract

Design thinking has transformed many areas but is still under-researched in English as a Foreign Language (EFL) education. The research aims to develop an instrument for assessing design thinking in the EFL context. The study engaged 107 undergraduate students aged between 18 and 25 years from English-centric programs, ensuring a diverse sample with a balanced gender representation. Participants were briefed about the study’s objectives and voluntarily contributed during class hours. Confirmatory factor analysis (CFA) was utilized to assess the instrument’s factorial, convergent, and discriminant validity and Cronbach’s alpha-gauged internal consistency. Data analysis was executed using AMOS software, focusing on model fit, reliability, and validity. Findings reveal a structured guide to enhance students’ understanding of design thinking, emphasizing empathy’s central role in innovation. The study exhibits solid reliability and construct validity, with subtle deviations in model alignment. Limitations include sample size, geographical scope, and potential overlook of design thinking dimensions. Future research should explore cross-cultural validations and additional design thinking aspects to enrich understanding.
 Keywords: design thinking, instrument development, evaluation