Development of a Scale to Measure Learners' Perceived Preferences and Benefits of Data-Driven Learning

Autor/inn/en	Mizumoto, Atsushi; Chujo, Kiyomi; Yokota, Kenji
Titel	Development of a Scale to Measure Learners' Perceived Preferences and Benefits of Data-Driven Learning
Quelle	In: ReCALL, 28 (2016) 2, S.227-246 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344015000208
Schlagwörter	Student Attitudes; Preferences; Questionnaires; English (Second Language); Second Language Learning; Factor Analysis; Goodness of Fit; Psychometrics; Measures (Individuals); Teaching Methods; Construct Validity; Computational Linguistics; Data Analysis; Educational Benefits; Second Language Instruction + Suchen Sie Ihr Suchwort? Schülerverhalten; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Faktorenanalyse; Psychometry; Psychometrie; Messdaten; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistics; Computerlinguistik; Auswertung; Bildungsertrag; Fremdsprachenunterricht
Abstract	In spite of researchers' and practitioners' increasing attention to data-driven learning (DDL) and increasing numbers of DDL studies, a multi-item scale to measure learners' attitude toward DDL has not been developed thus far. In the present study, we developed and validated a psychometric scale to measure learners' perceived preferences and benefits of DDL for research and pedagogical purposes. First, we created an item pool by referring to open-ended responses from learners; second, the items were pilot tested with target-level learners of English as a foreign language; and third, with item analyses and exploratory factor analysis, the revised version of the questionnaire was prepared. Finally, the questionnaire was administered, and its psychometric properties were examined with confirmatory factor analysis and fit indices. The final phase also included a measure of task values to explore the convergent evidence of the construct validity of the proposed scale. The results suggest that the scale is a valid measure of learners' attitudes toward DDL, with the hypothesized model providing a good fit with the data. We propose that the scale can be used in future studies that utilize the same type of questionnaire research to facilitate further investigation of DDL. Suggestions for further research are also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01