Kawaguchi, Y. (2015, June). Validation of the computer assisted language learning attitude scale: Focusing on computer anxiety and accessibility. JALTCALL 2015. Kyushu Sangyo University, Japan.
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Validation of the computer assisted language learning attitude scale: Focusing on computer anxiety and accessibility
1. Validation of the Computer Assisted Language Learning Attitude Scale:
Focusing on Computer Anxiety and Accessibility
KAWAGUCHI, Yusaku (Graduate School, Nagoya University)
y.kawaguchi@nagoya-u.jp
Computer Assisted Language Learning Attitude Scale
(CALLAS)[1]
CALLAS has five subscales:
a. Self-perceived computer skills (CS, k = 5)
b. Beliefs about the social significance of computer skills (SS, k
= 5)
c. Beliefs about the effectiveness of CALL (EF, k = 4)
d. Attitudes toward computer-mediated communication (CM,
k = 3)
e. Attitudes toward multimedia (MM, k = 3)
Computer Anxiety Scale (CAS) [2]
CAS has three subscales:
a. Anxiety of computer operation (OP, k = 7)
b. Anxiety of approaching computer (AP, k = 7)
c. Anxiety of technology (TC, k = 7)
Hypothesis
The CALLAS shows the negative correlation with CAS, and
the positive correlation with computer accessibility. This
evidence supports the criterion-related validity of CALLAS.
Background
[1] Kawaguchi, Y., & Kusanagi, K. (2015). Developing a new scale for computer assisted language learning attitudes: Focusing on university-level EFL learners.
Proceedings of 54th Annual Conference, the Japan Association for Language Education and Technology, 84–85.
[2] Hirata, K. (1990). Konpyu-ta huan no gainen to sokutei [The concept and measurement of computer anxiety] Aichi Kyoiku Daigku Kenkyu Houkoku
[Research Report, Aich University of Education], 39, 203–212.
References
Participants
Undergraduate students (N = 59) taking
English classes using CALL
Procedure
Questionnaire survey
• CALLAS (k = 20)
• CAS (k = 21)
• Frequency of computer use, learning in
Learning Management System(LMS),
and e-Learning as computer
accessibility
Analysis
Multiple variables correlation
analysis (Using Spearman's rank correlation)
Research
CALLAS – CAS
The negative correlations were observed
between the following items.
• CS–OP (ρ = -.75), TC (ρ = -.43), AP (ρ = -.39)
• SS–AP (ρ = -.63)
EF, CM, MM did not show correlations
with CAS.
CALLAS – Computer Accessibility
The positive correlations were observed
between the following items.
• CS–Frequency of computer use (ρ = .59)
• EF–Frequency of computer use (ρ = .30)
Frequency of learning in LMS and e-
Learning did not show correlation with
CALLAS.
Results
The criterion-related validity was partially supported.
Some factors of CALLAS were negatively correlated with
CAS.
Some factors of CALLAS were positively correlated with
computer accessibility.
Further research should focus on the relationship between
CALL attitudes and learning outcomes.
To confirm the criterion-related validity of the Computer Assisted Language Learning Attitude Scale.
Purpose
0.3
0.31
-0.31
0.32
-0.39
0.4
-0.41
-0.43
0.59
-0.63
0.7
-0.75
CS
SS
EF
CM
MM
APOP
TC
COM_Freq
LMS_Freq
eLNG_Freq
M SD Min Median Max Skew Kurt α
CO 3.92 1.29 1.20 3.80 6.60 0.08 -0.94 .86
SM 6.08 0.72 4.00 6.20 7.00 -0.69 -0.01 .80
EF 4.28 1.27 1.50 4.00 7.00 0.13 -0.63 .94
CM 4.93 1.78 1.33 5.00 7.00 -0.50 -0.91 .95
MM 4.59 1.44 1.00 5.00 7.00 -0.26 -0.26 .80
AP 3.57 0.85 1.29 3.57 5.71 -0.29 0.27 .66
OP 2.96 1.18 1.14 2.71 6.86 1.04 1.12 .87
TC 3.39 0.89 1.57 3.29 5.86 0.38 -0.19 .73
COM
Freq
3.85 2.07 1.00 4.00 7.00 0.18 -1.23
LMS
Freq
0.75 0.73 0.00 1.00 4.00 1.71 5.62
eLNG
Freq
1.51 1.06 0.00 1.00 7.00 2.69 10.42
Conclusion