Validity and Reliability of a Scale Measuring Attiitudes toward Foreign Language

Abstract

The purpose of this study was to examine the validity and reliability of a scale measuring attitudes toward foreign language. Results of principal components analysis with an orthogonal rotation identified five interpretable dimensions explaining 63.0% of the variance in the total factor solution. The most meaningful factors, in order of importance, were Fascination with Learning a Foreign Language, Dislike for Foreign Language Study, and Value of Learning a Foreign Language. Other meaningful factors concerned the importance of foreign language study to education and the difficulty of learning a foreign language. Discussion of the findings focused on the need for additional research to improve the internal structure of the attitude scale and to support the use of the five dimensions as predictors of foreign language achievement or proficiency.

MultidiMensionality and hierarchical structure of the english vocabulary learning attitude scale

“…Moreover, the process in the current study marks a step further in the direction of conceptualizing the construct of attitude by demonstrating that there is indeed a hierarchical structure within attitude as a three-component construct. It is argued that previous researchers either overlooked the hierarchical property of attitude (Bagozzi, 1978;Breckler, 1984;Kothandapani, 1971;Ostrom, 1969) or lacked awareness of tripartite distinction of attitude (Bartley, 1970;Bratt, 2005;Briem, 1974;Corbin & Chiachiere, 1995;Milfont & Duckitt, 2004;Raymond & Roberts, 1983;Sontag & Pedhazur, 2005). Hence, because in few attitudinal studies have both the hierarchical property and the tripartite distinction simultaneously been taken into account, it is argued that at least in English vocabulary learning, integrating tripartite distinction of attitude into a hierarchy paves the way for a new line of enquiry in study on attitude.…”

“…Hence, a number of attempts have been made to develop reliable and valid instruments to measure learners' attitudes toward foreign language learning (Briem, 1974;Corbin & Chiachiere, 1995;Raymond & Roberts, 1983;Shaver, 1990). These early pioneering researchers, arguably, have contributed valuable insights into the way in which a language learning attitude scale should be established (e.g., Corbin & Chiachiere, 1995;Raymond & Roberts, 1983).…”

“…These early pioneering researchers, arguably, have contributed valuable insights into the way in which a language learning attitude scale should be established (e.g., Corbin & Chiachiere, 1995;Raymond & Roberts, 1983). For instance, Corbin and Chiachiere (1995) provided evidence for factorial validity of scores on Chiachiere's (1993) foreign language learning scale through exploratory factor analysis technique. Likewise, Raymond and Roberts demonstrated both discriminant and predictive validity of the intended scale through correlation and regression analyses.…”