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İngilizceyi Yabancı Dil Olarak Öğrenenler İçin Yardımlı Okumaya Yönelik Tutum Ölçeği Geliştirilmesi

Yıl 2023, Cilt: 13 Sayı: 1, 573 - 594, 23.03.2023

Mustafa Kerem Kobul Mustafa Naci Kayaoğlu

https://doi.org/10.48146/odusobiad.1152300

Öz

Bu çalışmada İngilizceyi yabancı dil olarak öğrenenlerin yardımlı okumaya yönelik tutumlarını değerlendirmek üzere geçerli ve güvenilir bir ölçme aracının geliştirilmesi amaçlandı. Ölçeğin psikometrik işlemleri, uygun örnekleme (Cohen ve ark., 2007; Fraenkel ve Wallen, 2006) ile belirlenen 324 (NKadın = 251, NErkek= 73) İngiliz Dili ve Edebiyatı programında öğrenim gören gönüllü öğrenci üzerinde yapıldı. Çalışmanın verileri Bilgi Formu ve Yardımlı Okumaya Yönelik Tutum Ölçeği taslağı kullanılarak toplandı. Ölçek geliştirme sürecinde araştırmacılar beşli Likert ile derecelendirilen 30 maddeden oluşan bir madde havuzu oluşturdu. Kapsam geçerliği için alınan uzman görüşlerinden sonra ölçekteki madde sayısı 27’ye, pilot çalışmada yapılan madde analizinden sonra 15’e düşürüldü. Araştırma grupları üzerinde gerçekleştirilen geçerlik işlemlerinde açımlayıcı (AFA) ve doğrulayıcı (DAFA) faktör analizinden yararlanıldı. Güvenirlik işlemleri kapsamında ise Cronbach alfa iç tutarlılık katsayısı, madde-toplam puan korelasyonu ve testi yarıya bölme tekniği kullanıldı. Ölçek taslağında yer alan 15 maddenin toplam varyansın %50.03’ünü açıklayan tek faktörlü bir yapı gösterdiği tespit edildi. Tek faktörlü yapının sınandığı DFA sonucunda ise modelin veri ile uyumlu olduğu görüldü (χ2\sd= 2.53, CFI= .94, GFI= .89, AGFI= .84, RMSEA= .08 ve SRMR=.05). Ölçeğin güvenirlik işlemleri sonucunda Cronbach alfa iç tutarlılık katsayısının .89 olduğu saptandı. Testi yarılama tekniği sonucunda elde edilen katsayı.86 olarak bulunurken, madde-toplam korelasyonlarının -.23 ile .85 arasında değiştiği görüldü. Çalışmanın bulgularına dayanarak Yardımlı Okumaya Yönelik Tutum Ölçeğinin yabancı dil öğrenen öğrencilerde kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu sonucuna varıldı.

Anahtar Kelimeler

Yardımlı okuma yabancı dil ölçek geliştirme geçerlik güvenirlik okuma

Kaynakça

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  • Baştuğ, M., & Keskin, H. K. (2013). Ergenlik dönemi okuma tutumu ölçeği'nin Türkçeye uyarlanması.[The adaptasyon of survey of adolescent reading attitudes (sara) into turkish.]. Turkish Studies, 8(4), 295.
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Developing an Attitude Scale of Assisted Reading for Students Learning English as a Foreign Language

Yıl 2023, Cilt: 13 Sayı: 1, 573 - 594, 23.03.2023

Mustafa Kerem Kobul Mustafa Naci Kayaoğlu

https://doi.org/10.48146/odusobiad.1152300

Öz

This study aims to develop a valid and reliable instrument to measure English as a foreign language learners’ attitudes towards assisted reading. The psychometric tests of the scale were conducted with a convenient sample of 324 (NFemale =251, NMale = 73) volunteer students studying in the English Language and Literature program. The data of the study were collected through the Demographic Information Form and the Assisted Reading Attitude Scale draft. Initially, the researchers created an item pool of 30 five-point Likert type items. After the expert opinions were obtained for content validity, the number of items in the scale was reduced to 27, and to 15 following the item analysis in the pilot study. Both Exploratory (EFA) and Confirmatory (CFA) factor analyses were conducted throughout the validity procedures followed with the research groups. For reliability procedures, Cronbach's alpha internal consistency coefficient, item-total correlation and the split-half tests were run. It was found that 15 items in the draft scale indicated a single factor structure that explained 50.03% of the total variance. The confirmatory factor analysis computed on the single-factor structure revealed that the model was compatible with the data (χ2\df= 2.53, CFI= .94, GFI= .89, AGFI= .84, RMSEA= .08, and SRMR=.05). The internal consistency coefficient of the instrument was calculated through Cronbach’s alpha which indicated a reasonably high internal consistency with a coefficient of = .89. The coefficient obtained from the split-half reliability test was found to be .86, while the item-total correlations ranged from -.23 to .85. The evidence from this study suggests that the Assisted Reading

Anahtar Kelimeler

Assisted reading foreign language scale development validity reliability reading

Kaynakça

  • Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Boston, MA: Heinle & Heinle.
  • Ashby-Davis, C. (1981). A review of three techniques for use with remedial readers. The Reading Teacher, 34(5), 534-538.
  • Baddeley, A. (2006). Working memory: An overview. In Pickering S. (Ed.), Working memory and education (pp. 1–31). Burlington, MA: Academic Press.
  • Baddeley, A. (2007). Working memory, thought and action. New York: Oxford University Press.
  • Baddeley, A., Eldridge, M., & Lewis, V. (1981). The role of subvocalisation in reading. The Quarterly Journal of Experimental Psychology, 33(4), 439-454.
  • Baştuğ, M., & Keskin, H. K. (2013). Ergenlik dönemi okuma tutumu ölçeği'nin Türkçeye uyarlanması.[The adaptasyon of survey of adolescent reading attitudes (sara) into turkish.]. Turkish Studies, 8(4), 295.
  • Battle, J. (1993). Mexican-American bilingual kindergarten collaborations in meaning making. In D. J. Leu & C. K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice: Forty-second yearbook of the National Reading Conference (pp. 163-169). Chicago: National Reading Conference.
  • Bernhardt, E. (2010). Understanding advanced second-language reading. New York: Routledge.
  • Blaxter, L., Hughes, C., & Tight, M. (2010). How to research. London: McGraw-Hill Education (UK).
  • Blum, I. H., Koskinen, P. S., Tennant, N., Parker, E. M., Straub, M., & Curry, C. (1995). Using audiotaped books to extend classroom literacy instruction into the homes of second-language learners. Journal of Reading Behavior, 27(4), 535-563.
  • Brace N, Kemp R, Snelgar R. (2003). SPSS for psychologists: A guide to data analysis using SPSS for Windows. 2nd Edition, New York: Palgrave.
  • Byrne, B.M. (2010). Structural Equation Modeling with AMOS: Basic concepts, applications, and programming. (2nd Edition). New York: Routledge.
  • Chang, A. C. S. (2012). Improving Reading Rate Activities for EFL Students: Timed Reading and Repeated Oral Reading. Reading in a Foreign Language, 24(1), 56-83.
  • Cho, K. S., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of reading, 37(8), 662-667.
  • Chomsky, C. (1976). After decoding: What? Language Arts, 53, 288–296.
  • Chomsky, C. (1978). When you still can’t read in third grade. Aft er decoding, what? In S. J. Samuels (Ed.), What research has to say about reading instruction (pp. 13–30). Newark, DE: International Reading Association.
  • Chomsky, C. (1978). When you still can't read in third grade: After decoding, what. What research has to say about reading instruction, 13-30.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
  • Coltheart, M. (2005) Modelling reading: the dual route approach. In: M. J. Snowling & C. Hulme (Eds).The science of reading (pp. 6-22). Oxford: Blackwells Publishing.
  • Comrey, A. L. (1988). Factor-analytic methods of scale development in personality and clinical psychology. Journal of Consulting and Clinical Psychology, 56(5), 754-761.
  • Costello AB, Osborne JW. (2005). Best Practices in Exploratory Factor Analysis: Four Recommendations for Getting the Most From Your Analysis. Practical Assessment, Research and Evolotion, 10:1-9.
  • Creswell, J. (2002). Educational research: Planning, conducting, and evaluating Quantitative and Qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Daneman, M., & Merikle, P. M. (1996). Working memory and language comprehension: A meta-analysis. Psychonomic bulletin & review, 3(4), 422-433.
  • Day, R. R. & Bamford, J. (1998). Extensive reading in the second language classroom. New York: Cambridge University Press.
  • Day, R. R., Bamford, J., Renandya, W. A., Jacobs, G. M., & Yu, V. W. S. (1998). Extensive reading in the second language classroom. RELC Journal, 29(2), 187-191.
  • De Vaus, D. (2002). Surveys in social research (5th ed.) Routledge.
  • DeVellis, R. F. (2016). Scale development theory and applications (4rth Edition). SAGE Publication, Inc.
  • Dhaif, H. A. (1990). Computer assisted language learning: A client's view. Calico Journal, 67-81.
  • Ditual, R. C. (2012). The motivation for and attitude towards learning English. Asian EFL Journal, 63(1), 4-21.
  • Doll, W.J., Xia, W., & Torkzadeh, G. (1994). A confirmatory factor analysis of the end-user computing satisfaction instrument. Mis Quarterly; 453-461.
  • Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum.
  • Erkuş, A. (2007). Ölçek geliştirme ve uyarlama çalışmalarında karşılaşılan sorunlar. Türk Psikoloji Bülteni,13(40), 17-25.
  • Eroğlu, A. (2010). Çok değişkenli istatistik tekniklerin varsayımları. Ş. Kalaycı (Ed.) SPSS uygulamalı çok değişkenli istatistik teknikleri (ss. 205-233). Ankara: Asil.
  • Eskey, D. E. (2005). Reading in a second language. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 563-580). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Eskey, D. (1988). Holding in the bottom: An interactive approach to the language problems of second language readers. In P. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 93-100). New York: Cambridge University Press.
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  • Kuhn, M. R. & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3-21.
  • Kuhn, M. R., Schwanenflugel, P. J., Morris, R. D., Morrow, L. M., Woo, D. G., Meisinger, E. B., ... & Stahl, S. A. (2006). Teaching children to become fluent and automatic readers. Journal of Literacy Research, 38(4), 357-387.
  • LaBerge, D. & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
  • Langford, J. (2001). Tape-assisted reading for a group of low progress readers in a secondary school. In Reading Today for Tomorrow. Auckland Reading Association Newsletter, 14–21.
  • Lawshe, C. H. (1975). A quantitative approach to content validity 1. Personnel Psychology, 28(4), 563-575.
  • Lems, K. (2012). The effect of L1 orthography on the oral reading of adult English language learners. Writing Systems Research, 4(1), 61-71.
  • Lin, T., & Patel, A. (2006). User adaptation in supporting exploration tasks in virtual learning environments. In The International Handbook of Virtual Learning Environments (pp. 395-424). Springer Netherlands.
  • Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & writing quarterly: Overcoming learning difficulties, 13(2), 123-146.
  • Mason, B. & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.
  • McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934–956.
  • McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The reading teacher, 43(9), 626-639.
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  • Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.) Oxford: Heinemann.
  • Olson, D., & Torrance, N. (2009). Preface. In D. Olson & N. Torrance (Eds.), The Cambridge Handbook of Literacy (Cambridge Handbooks in Psychology, (pp. Xiii-Xxii). Cambridge: Cambridge University Press.
  • Ong, W. J. (2013). Orality and literacy. New York: Routledge
  • Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000.
  • Paran, A. (1996). Reading in EFL: Facts and fictions. English Language Teaching Journal, 50(1), 25-34.
  • Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-519.
  • Rasinski, T. V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. The Journal of Educational Research, 83(3), 147-151.
  • Rasinski, T. V., & Hoffman, J. V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38(4), 510-522.
  • Rasinski, T.V., Reutzel, R., Chard, D., & Linan-Thompson, S. (2011). Reading fluency. In M.L. Kamil, P.D. Pearson, E.B. Moje, & P. Afflerbach (Eds.), Handbook of reading research 4, 286-319. Mahwah, NJ: Erlbaum.
  • Rayner, K. & Pollatsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice Hall.
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  • Sallabaş, M. E., & Göktentürk, T. (2018). Türkçe Metinleri Okumaya Karşı Yabancı Dil Olarak Türkçe Öğrenen Öğrencilerin Tutumunun Belirlenmesi: Bir Geçerlilik ve Güvenilirlik Çalışması. Ana Dili Eğitimi Dergisi, 6(2), 369-385.
  • Samuels, S. J. (2002). Reading fl uency: Its development and assessment. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 166–183). Newark, DE: International Reading Association.
  • Samuels, S. J., & Flor, R. F. (1997). The importance of automaticity for developing expertise in reading. Reading & Writing Quarterly: Overcoming Learning Difficulties, 13(2), 107-121.
  • Sanderman, A. A., & Collier, R. (1997). Prosodic phrasing and comprehension. Language and Speech, 40(4), 391-409.
  • Schreiber, P. A. (1991). Understanding prosody's role in reading acquisition. Theory into practice, 30(3), 158-164.
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  • Suh, J.-S. (1999). The effects of reading instruction on reading attitude and reading process by Korean students learning English as a second language. Applied Language Learning, 10(1–2), 77–122.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlik. Ankara: Seçkin
  • Tabachnick, B.G., & Fidell, L.S. (2019). Using Multivariate Statistics (7th ed.). Hudson St: Pearson.
  • Taguchi, E., Takayasu-Maass, M., & Gorsuch, G. J. (2004). Developing Reading Fluency in EFL: How Assisted Repeated Reading and Extensive Reading Affect Fluency Development. Reading in a Foreign Language, 16(2), 70-96.
  • Tezbaşaran, A. (2008). Likert tipi ölçek hazırlama kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
  • VanWagenen, M. A., Williams, R. L., & Mc Laughlin, T. F. (1994). Use of assisted reading to improve reading rate, word accuracy, and comprehension with ESL Spanish-speaking students. Perceptual and Motor Skills, 79(1), 227-230.
  • Verhoeven, L. (2011). Second language reading acquisition. In M.L. Kamil, P.D. Pearson, E.B. Moje, & P. Afflerbach (Eds.), Handbook of reading research 4, 661-683. Mahwah, NJ: Erlbaum Vygotsky, L.S. (1978). Mind in Society The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
  • Wang, J. H., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 162–186.
  • Woodall, B. (2010). Simultaneous listening and reading in ESL: Helping second language learners read (and enjoy reading) more efficiently. TESOL journal, 1(2), 186-205.
  • Yaden Jr, D. B. (1984). Inner speech, oral language, and reading: Huey and Vygotsky revisited. Reading Psychology: An International Quarterly, 5(1-2), 155-166.
  • Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16(1), 1–19.
  • Yurdakal, İ. H., & Kırmızı, F. S. (2019). Okumaya Yönelik Tutum Ölçeği Güvenirlik ve Geçerlik Çalışması. Elementary Education Online, 18(2), 714-733.
Toplam 102 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Dil Çalışmaları, Alan Eğitimleri
Bölüm ARAŞTIRMA MAKALESİ
Yazarlar

Mustafa Kerem Kobul 0000-0002-7744-0712

Mustafa Naci Kayaoğlu 0000-0001-8630-4803

Yayımlanma Tarihi 23 Mart 2023
Gönderilme Tarihi 1 Ağustos 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 1

Kaynak Göster

APA Kobul, M. K., & Kayaoğlu, M. N. (2023). İngilizceyi Yabancı Dil Olarak Öğrenenler İçin Yardımlı Okumaya Yönelik Tutum Ölçeği Geliştirilmesi. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 13(1), 573-594. https://doi.org/10.48146/odusobiad.1152300
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