Development and Validation of a Quantitative Research Literacy Questionnaire
DOR: 20.1001.1.23223898.2021.9.37.1.9

International Journal of Foreign Language Teaching and Research

دوره 9، شماره 37، دی 2021، صفحه 11-29   

نوع مقاله: Research Papers

شناسه دیجیتال (DOI): 10.52547/jfl.9.37.11

نویسندگان

Alireza Zaker^{* 1}؛ Mania Nosratinia²

¹English Language Research Center, South Tehran Branch, Islamic Azad University, Tehran, Iran

²English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran

چکیده

Simultaneous with the emergence of numerous new concerns and techniques in carrying out research in English language teaching (ELT) contexts, conducting ELT research has turned into a multi-dimensional process, and ELT researchers seem to require advanced research skills in order to address different pedagogical issues. Focusing on quantitative research, the present study was undertaken to develop and validate a quantitative research literacy (QRL) instrument for English as a foreign language (EFL) teacher training context. To this objective, a four-component model of QRL, encompassing developing research topic knowledge, research design knowledge, procedural knowledge, and data analysis knowledge was developed based on experts’ opinion and an extensive review of the related literature. Testing of the tentative model through exploratory and confirmatory data analyses on a sample of 1180 EFL teachers across three education levels indicated that a 4-factor model of QRL with 9 sub-factors and 50 items could best explain QRL.

کلیدواژه‌ها

Factor analysis؛ quantitative research؛ questionnaire؛ research literacy؛ teacher training؛ validation

مراجع

Akbari, R. (2008). Postmethod discourse and practice. TESOL Quarterly, 42(4), 641-652. doi:10.1002/j.1545-7249.2008.tb00152.x

American Educational Research Association. (1992). Ethical standards of the AERA. Educational Researcher, 21(7), 23–26.

Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Boston: Cengage Learning.

Ary, D., Jacobs, L. C., Sorensen Irvine, C. K., & Walker, D. (2019). Introduction to research in education (10th ed.). Boston: Cengage Learning.

Ashton-Hay, S. (2006). Constructivism and powerful learning environments: Create your own! Paper presented at the the 9th International English Language Teaching Convention: The Fusion of Theory and Practice, Middle Eastern Technical University, Ankara, Turkey. http://eprints.qut.edu.au/17285/1/17285.pdf

Bell, D. M. (2003). Method and Postmethod: Are They Really So Incompatible? TESOL Quarterly, 37(2), 325-336. doi:10.2307/3588507

Best, J. W., & Kahn, J. V. (2006). Research in education (10th ed.). Boston, MA: Pearson Education, Inc.

Birjandi, P., & Siyyari, M. (2010). Self-assessment and peer-assessment: A comparative study of their effect on writing performance and rating accuracy. Iranian Journal of Applied Linguistics, 13(1), 23-45.

Blessinger, P. (2015). Educational research methodology framework. Retrieved from Patrick Blessinger website: http://www.patrickblessinger.com/ermf/

Breen, L., & Darlaston-Jones, D. (2010). Moving beyond the enduring dominance of positivism in psychological research: Implications for psychology in Australia. Australian Psychologist, 45(1), 67-76. doi:10.1080/00050060903127481

Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.

Brown, T. A. (2015). Confirmatory factor analysis for applied research, 2nd ed. New York, NY, US: Guilford Press.

Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.

Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). New York: Routledge.

Creswell, J. W. (2010). Educational research (4th ed.). Boston: Pearson.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: SAGE Publication.

Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests Psychological Bulletin, 52(4), 281-302. doi:10.1037/h0040957

Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York: Routledge.

Ellis, R. (2010). A principled approach to incorporating second language acquisition research into a teacher education programme. Reflections in Language Teaching, 9(1), 11-23.

Fahim, M., & Zaker, A. (2014). EFL learners' creativity and critical thinking: Are they associated? Humanising Language Teaching, 16(3).

Farrell, T. S. C. (2012). Reflective practice as professional development. In C. Coombe, L. England, & J. Schmidt (Eds.), Reigniting, retooling and retiring in English language teaching (pp. 23-32). East Lancing: University of Michigan Press.

Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. doi:10.1016/s0742-051x(01)00051-8

Kline, R. (2015). Principles and practice of structural equation modeling (4th ed.). London: Guildford.

Krosnick, J. A., & Presser, S. (2010). Question and questionnaire design. In P. V. Marsden & J. D. Wright (Eds.), Handbook of survey research (2nd ed., pp. 263-313). Bingley: Emerald.

Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge.

Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Oxford University Press.

Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2nd ed.): Routledge.

Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. New York: Routledge.

Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York: Routledge.

Nosratinia, M., & Zaker, A. (2014). Metacognitive attributes and liberated progress:The association among second language learners’ critical thinking, creativity, and autonomy. SAGE Open, 4(3). doi:10.1177/2158244014547178

Nosratinia, M., & Zaker, A. (2017). Scrutinizing the impact of teachers' critical thinking and teaching autonomy on their teaching success and learners' use of language learning strategies. Journal of Language Teaching and Research, 8(1), 122-132. doi:10.17507/jltr.0801.15

Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th ed.). London: Open University Press.

Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.

Sabbaghan, S. (2010). Iranian TEFL students' perceptions of plagiarism. Journal of English Language Studies, 1(4), 23-40.

Springer, K. (2010). Educational research: A contextual approach. NJ: Wiley.

Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics (6th ed.). Boston: Pearson Education.

Wang, J., & Wang, X. (2012). Structural equation modeling: applications using Mplus. New York: John Wiley.

Weijters, B., Cabooter, E., & Schillewaert, N. (2010). The effect of rating scale format on response styles: The number of response categories and response category labels. International Journal of Research in Marketing, 27(3), 236-247. doi:10.1016/j.ijresmar.2010.02.004

Zaker, A. (2016). Social constructivism and metacognition in an EFL context: Inspecting the contribution of critical thinking to EFL learners' social intelligence. Humanising Language Teaching, 18(6). Retrieved from www.hltmag.co.uk/dec16/index.htm

Zaker, A., Nosratinia, M., Birjandi, P., & Yazdanimoghaddam, M. (2019). The impact of implementing critical appraisal on EFL teachers’ quantitative research literacy. Journal of Language and Translation, 9(2), 141-155.

Zeichner, K. (1999). The new scholarship in teacher education. Educational Researcher, 28(9), 4-15. doi:10.3102/0013189X028009004.