Suleyman KASAP, Mahmut AYAZ, Mehmet Sena ATAŞ

Development of Turkish Reading Anxiety Scale

This study aims to develop a Turkish reading anxiety scale (TRAS) for secondary school students whose mother tongue is not Turkish. In addition, since the subject of our study is people who do not receive education in their mother tongue, but receive education in a second language, it aims to develop a measurement tool to determine the effect of this difference on second language learning anxiety. The data of the study were applied to 432 8th grade secondary school students whose mother tongue was Kurdish and who learned Turkish afterwards. As a result of the exploratory factor analysis (EFA), it was seen that the items in the scale were collected in three factors and consisted of 19 items. These three factors are: “Fear”, “Anxiety” and “Preference”. It is seen that the three-factor structure obtained as a result of EFA was confirmed as a result of CFA. It is seen that the three-factor structure obtained as a result of EFA contributed 46.280% to the total variance. It is seen that the factor load values of the items ranged from 0.487 to 0.789. As a result of the item analysis, it is seen that the items in the scale are distinctive. As a result of the ANOVA analysis, it was concluded that students’ Turkish reading anxiety differed significantly according to gender, mother's knowledge of Turkish, and the language that parents wanted to be spoken at home. However, it was concluded that there was no significant difference between the father's knowledge of Turkish and the language spoken at home preference. The Cronbach's alpha reliability coefficients of the three-factor structure obtained from the TRAS were calculated as .81, .75 and .70, respectively, and the alpha coefficient for all items of the scale was calculated as 0.87. As a result, considering the validity and reliability analyzes, it was concluded that the TRAS is a reliable and valid measurement tool.

Anahtar Kelimeler:

Second language acquisition, reading anxiety, bilingualism, language development

Development of Turkish Reading Anxiety Scale

Keywords:

Second language acquisition, reading anxiety, bilingualism, language development,

PDF

___

Aydın,S., & Zengin, B. (2008). Yabancı dil öğreniminde kaygı: Bir literatür özeti [Anxiety is foreign language learning: A literature reiw]. Journal of Language and Linguistic Studies, 4(1), 81-94.
Bailey, P., Onwuegbuzie, A., & Daley, C. E. (2000). The impact of socio-affective variables on African American and hispanic American language learners’ achievement. Foreign Language Annals, 33(4), 357-372.
Büyüköztürk, S. (2017). Manual of data analysis for social sciences. Ankara: Pegem Academy
Byrne, UN (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming. NY: Taylor and Francis Group.
Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. NY: Plenum.
Cohen J. (1988). Statistical power analysis for the behavioral Sciences, 2nd ed. New Jersey: Erlbaum.
Erkuş, A. (2012). Measurement and scale development in psychology. Ankara: Pegem Academy
Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment, 7 (3), 286-1999.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Edisi Kedelapan ed.). (S. Kiefer, Penyunt.) NY: McGraw-Hill Companies.
Gorsuch, R. L. (1983). Factor analysis (2nd ed.). NJ: Lawrence Erlbaum.
Henson, R., & K., Roberts, J., K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66 (3), 393-416.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
İlhan, M., & Çetin, B. (2014). Developing the classroom assessment atmosphere scale (SCAS): A study of validity and reliability. Education and Science, 39 (176), 31-50.
Joreskog, K. G., & Sorbom, D. A. (2006). LISREL 8.54 and PRELIS 2.54. IL: Scientific Software.
Kasap, S. & Power, K. M. (2019). Anxiety in the EFL speaking classrooms. The Journal of Language Teaching and Learning, 9(2), 23-36.
Kasap, S. (2021). Impact of bilingualism and the difficulties of having minority-specific names in another dominant society: Turkish context for minority Kurdish society. Journal of the International Council of Onomastic Sciences 56, 167–186. https://doi.org/10.34158/onoma.56/2021/9
Kasap, S. (2021). Mother tongue attitude scale (MTAS). International Journal of Kurdish Studies 7 (1), 103-122, https://doi.org/10.21600/ijoks.834913
Kline, R. B. (2011). Principles and practice of structural equation modeling. NY: The Guilford Press.
Liu, M. & Jackson J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71- 86.
Liu, Y. (2003). Developing a scale to measure the interactivity of websites. Journal of Advertising Research, 43(2), 207-216.
Lucke, J. F. (2005). The α and ω of congeneric test theory: An extension of reliability and internal consistency to heterogeneous tests. Applied Psychological Measurements, 29 (1), 65-81.
MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second-language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness -of-fit measures. Methods of Psychological Research -Online, 8(2), 23-74.
Stevens, J. (2002). Applied multivariate statistics for the social Sciences (4th Edition). Mahwah, NJ: Lawrence Erlbaum Associates.
Tabachnick, B. G., & Fidel, L. S. (2007). Using multivariate statistics (5th ed.). NY: Ally and Bacon.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439.
Yurdugül, H. (2005). Using content validity indexes for content validity in scale development studies. XIV. National Educational Sciences Congress, 1, 771-774.