Prospective English Language Teachers' Self-Efficacy Beliefs Towards Acquiring Language Skills: A Scale Development Study
Abstract
The objective of this study is to develop a measurement tool to evaluate the self-efficacy beliefs of pre-service English language teachers in relation to acquiring language skills. To this end, a comprehensive literature review was conducted, and an item pool was compiled through the consultation of experts. A draft scale form comprising 126 items was created by following the scale development stages as determined by a review of the literature. The items were submitted to expert opinions and transformed into a scale form with five Likert-style options. The developed scale was applied as a pilot study to 262 students studying in the 3rd and 4th grades of English Language Teaching departments of state universities in Ankara in the 2024-2025 academic year. Following the execution of an exploratory factor analysis on the data obtained from the pilot application of the scale developed for the purpose of assessing construct validity, it was determined that the scale in question consists of 55 items and seven sub-dimensions. The scale, with its 55 items and seven sub-dimensions, accounts for a total variance of 64,960%. The independent samples t-test results used to determine the discrimination of each item in the scale were significant (p≤.01). In addition, the Cronbach Alpha reliability coefficient of the developed scale was found to be 0.977. The reliability level for the listening sub-dimension is 0.946; the reliability level for the listening knowledge sub-dimension is 0.715; the reliability level for the writing sub-dimension is 0.910; the reliability level for the writing structure sub-dimension The reliability level for the reading comprehension sub-dimension is 0.831; the reliability level for the reading knowledge sub-dimension is 0.913; the reliability level for the speaking sub-dimension is 0.932.The results of the statistical analyses show that the Self-Efficacy Belief Scale for Acquiring Language Skills is a scale with the necessary psychometric properties.
Keywords
References
- Hinkel, E. (2010). Integrating the four skills: Current and historical perspectives. In I. R. (Ed.), The Oxford handbook of applied linguistics (pp. 110-126). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195384253.013.0008
Prospective English Language Teachers' Self-Efficacy Beliefs Towards Acquiring Language Skills: A Scale Development Study
Abstract
The objective of this study is to develop a measurement tool to evaluate the self-efficacy beliefs of pre-service English language teachers in relation to acquiring language skills. To this end, a comprehensive literature review was conducted, and an item pool was compiled through the consultation of experts. A draft scale form comprising 126 items was created by following the scale development stages as determined by a review of the literature. The items were submitted to expert opinions and transformed into a scale form with five Likert-style options. The developed scale was applied as a pilot study to 262 students studying in the 3rd and 4th grades of English Language Teaching departments of state universities in Ankara in the 2024-2025 academic year. Following the execution of an exploratory factor analysis on the data obtained from the pilot application of the scale developed for the purpose of assessing construct validity, it was determined that the scale in question consists of 55 items and seven sub-dimensions. The scale, with its 55 items and seven sub-dimensions, accounts for a total variance of 64,960%. The independent samples t-test results used to determine the discrimination of each item in the scale were significant (p≤.01). In addition, the Cronbach Alpha reliability coefficient of the developed scale was found to be 0.977. The reliability level for the listening sub-dimension is 0.946; the reliability level for the listening knowledge sub-dimension is 0.715; the reliability level for the writing sub-dimension is 0.910; the reliability level for the writing structure sub-dimension The reliability level for the reading comprehension sub-dimension is 0.831; the reliability level for the reading knowledge sub-dimension is 0.913; the reliability level for the speaking sub-dimension is 0.932.The results of the statistical analyses show that the Self-Efficacy Belief Scale for Acquiring Language Skills is a scale with the necessary psychometric properties.
Keywords
References
- Hinkel, E. (2010). Integrating the four skills: Current and historical perspectives. In I. R. (Ed.), The Oxford handbook of applied linguistics (pp. 110-126). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195384253.013.0008
Details
| Primary Language | English |
|---|---|
| Subjects | Curriculum and Instration (Other) |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | April 23, 2025 |
| Publication Date | April 25, 2025 |
| Submission Date | February 22, 2025 |
| Acceptance Date | April 23, 2025 |
| Published in Issue | Year 2025 Volume: 10 Issue: 2 |
Cite
International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
The range of topics covered in the International Journal of Educational Research Review include; read full aims and scope; https://www.ijere.com/page/journal-scopes
Peer Review Policy: All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.
Double-blind peer review
International Journal of Educational Research Review follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials. read full Peer Review Policy; https://www.ijere.com/page/peer-review-policy
Ownership and management
IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
Governing body
Editor in Chief
Dr. Serhat Arslan, Gazi University, serhatarslan@gazi.edu.tr , Turkey
read full Governing body /Ownership and management/ Editorial board member ; https://www.ijere.com/page/editorial-board
Copyright and licensing
Copyright Statement
Copyright violation is an important, and possibly related, ethical issue. Authors should check their manuscripts for possible breaches of copyright law (e.g., where permissions are needed for quotations, artwork or tables taken from other publications or from other freely available sources on the Internet) and secure the necessary permissions before submission to International Journal of Educational Research Review.
read full Copyright and licensing; https://www.ijere.com/page/copyright-and-licensing-open-access-statement