Validation of the adapted attitudes toward online teaching scale for Iranian EFL teachers: A Rasch model analysis

Abstract

This study addresses a critical gap by adapting and validating an instrument aimed at evaluating the perspectives of Iranian English as a Foreign Language (EFL) teachers in online teaching. Leveraging 'Attitude Toward Online Teaching' scale, the survey involved 160 Iranian EFL teachers. The precise adaptation and analysis methods, centered on the Rasch measurement model, substantially bolstered the scale's analytical rigor. Subsequently, through translation and validation procedures, coupled with Rasch models, affirmed the scale's robust reliability and validity. Establishing validity evidence for the translated scale involved data fitting to the Rasch model, substantiating the cross-cultural validity of both the construct and the Persian test version. Participant responses were pivotal in identifying and eliminating items that did not align well, resulting in a more refined 24-item version which indicates unidimensionality of the scale. Additionally, the discernible differentiation among the scale's categories, evident in the sequence of category thresholds in participant responses, underscores their substantial importance. The consistently high reliability observed across measurement validates the scale's ability to accurately capture attitudes within the Iranian EFL context. This polished Persian adaptation of the instrument emerges as a transformative asset, holding implications for pedagogical practices, curriculum development, and teacher training in online EFL education. It marks a significant stride in advancing EFL education in the digital era, introducing a culturally contextualized measurement tool tailored explicitly to the Iranian EFL setting. Lastly, insights empower stakeholders to refine education strategies, advancing the digital educational landscape.