Construction and Validation of Foreign Language Learners' Dropout Questionnaire

Autor/inn/en	Modarresi, Ghasem; Javan, Elham
Titel	Construction and Validation of Foreign Language Learners' Dropout Questionnaire
Quelle	In: International Journal of Instruction, 11 (2018) 4, S.425-444 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Test Construction; Test Validity; Questionnaires; Second Language Learning; Dropouts; At Risk Students; English (Second Language); Foreign Countries; Teacher Attitudes; Student Attitudes; Language Teachers; Adult Learning; Barriers; Iran + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Fragebogen; Zweitsprachenerwerb; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Lehrerverhalten; Schülerverhalten; Language teacher; Sprachunterricht; Adulte education; Adult training; Erwachsenenbildung
Abstract	There exists cross-cultural differences in English classes regarding the factors that demotivate students and lead to dropout. The present study, following the guidelines suggested by Rowsell (1992), mainly aimed to design and validate a questionnaire for the reasons for dropout. To do so, the researchers, first, interviewed with 20 translation teachers and experts based on criterion sampling and the results emerged from the interviews were categorized into 16 common themes. Then, the questionnaire items including 28 items were constructed based on the commonalities emerged from the responses, and it was administered to 90 subjects during the two phases of pilot study. The researchers opted for factor analysis to determine the hidden traits of the questionnaire. Initially, PCA extracted 9 factors with eigenvalues greater than 1.0, accounting for 78% of the variance. Out of 28 items, 26 items had loadings of 0.40 or greater on any factor. During the second phase of the pilot study, the questionnaire was administered again to 90 subjects, and this time, PCA extracted 8 factors, accounting for 75% of the variance. Finally, the researchers explored the students' justifications for the major reasons for dropout from English institutes. The study offers practical implications for language teachers and students. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01