Validating a computer-assisted language learning attitude instrument used in Iranian EFL context: an evidence-based approach

References

• Agne, K.J., Greenwood, G.E., & Miller, L.D. (1994). Relationships between teacher belief systems and teacher effectiveness. The Journal of Research and Development in Education, 27(3), 141–152.
   Google Scholar
• Ajzen, I. (2005). Attitudes, personality, and behavior (2nd ed.). New York: Open University Press.
   Google Scholar
• Ajzen, I., & Timko, C. (1986). Correspondence between health attitudes and behavior. Basic and Applied Social Psychology, 7(4), 259–726. doi:10.1207/s15324834basp0704_2
   Web of Science ®Google Scholar
• Akbulut, Y. (2008). Exploration of the attitudes of freshman foreign language students toward using computers at a Turkish state university. The Turkish Online Journal of Educational Technology – TOJET, 7(1), 18–31. Retrieved from http://www.tojet.net/articles/v7i1/712.pdf
   Web of Science ®Google Scholar
• Al-Khaldi, M.A., & Al-Jabri, I.M. (1998). The relationship of attitudes to computer utilization: New evidence from a developing nation. Computers in Human Behavior, 14(1), 23–42. doi:10.1016/S0747-5632(97)00030-7
   Web of Science ®Google Scholar
• Al Shammari, M.H. (2007). Saudi EFL learners' attitudes toward computer-assisted language learning (Doctoral dissertation). West Virginia University. Available from ProQuest Dissertations and Theses database. (UMI No. 3298701)
   Google Scholar
• Anders, P.L., & Bos, C.S. (1986). Semantic feature analysis: An interactive strategy for vocabulary development text comprehension. Journal of Reading, 29, 610–617.
   Google Scholar
• Andrich, D. (1978). A rating formulation for ordered response categories. Psychometrika, 43(4), 561–573. doi:10.1007/BF02293814
   Web of Science ®Google Scholar
• Arbuckle, J.L. (2005). Amos 6.0 user's guide [computer program]. Chicago, IL: SPSS Inc.
   Google Scholar
• Aryadoust, V. (2013). Building a validity argument for a listening test of academic proficiency. Newcastle: Cambridge Scholars Publishing.
   Google Scholar
• Aryadoust, V. (in press). Understanding the growth of ESL paragraph writing skills and its relationships with linguistic features. Educational Psychology: An International Journal of Experimental Educational Psychology, doi:10.1080/01443410.2014.950946
   Google Scholar
• Aryadoust, V., Akbarzadeh, S., & Akbarzadeh S. (2011). Psychometric characteristics of the Persian version of the multidimensional school anger inventory–revised. Asia Pacific Journal of Education, 31(1), 51–64. doi:10.1080/02188791.2011.544070
   Web of Science ®Google Scholar
• Atai, M.R., & Dashtestani, R. (2011). Iranian English for academic purposes (EAP) stakeholders' attitudes toward using the Internet in EAP courses for civil engineering students: Promises and challenges. Computer Assisted Language Learning, 26(1), 21–38. doi:10.1080/09588221.2011.627872
   Web of Science ®Google Scholar
• Aydin, S. (2013). Teachers' perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214–233. doi:10.1080/09588221.2012.654495
   Web of Science ®Google Scholar
• Bannon, S.H., Marshall, J.C., & Fluegal, S. (1985). Cognitive and affective computer attitude scales: A validity study. Educational and Psychological Measurement, 45(3), 679–681. doi:10.1177/001316448504500328
   Web of Science ®Google Scholar
• Barani, G. (2011). The relationship between computer assisted language learning (CALL) and listening skill of Iranian EFL learners. Procedia Social and Behavioral Sciences, 15, 4059–4063. doi:10.1016/j.sbspro.2011.04.414
   Google Scholar
• Behling, O., & Law, K.S. (2000). Translating questionnaires and other research instruments: Problems and solutions. Thousand Oaks, CA: Sage.
   Google Scholar
• Bohner, G., & Dickel, N. (2011). Attitudes and attitude change. Annual Review of Psychology, 62, 391–417. doi:10.1146/annurev.psych.121208.131609
   PubMed Web of Science ®Google Scholar
• Bond, T.G., & Fox, C.M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences. London: Lawrence Erlbaum.
   Google Scholar
• Breckler, S.J. (1984). Empirical validation of affect, behavior, and cognition as distinct components of attitude. Journal of Personality and Social Psychology, 47(6), 1191–1205. doi:10.1037/0022-3514.47.6.1191
   PubMed Web of Science ®Google Scholar
• Briggs, D.C., Haertel, E., Schilling, S.G., Marcoulides, G.A., & Mislevy, R.J. (2004). Comment: Making an argument for design validity before interpretive validity. Measurement: Interdisciplinary Research and Perspectives, 2(3), 171–191, doi:10.1207/s15366359mea0203_2
   Google Scholar
• Brock, D.B., & Sulsky, L.M. (1994). Attitudes toward computers: Construct validation and relations to computer use. Journal of Organizational Behavior, 15(1), 17–35. doi:10.1002/2Fjob.4030150104
   Web of Science ®Google Scholar
• Bulut, D., & Abuseleek, A.F.M. (2007). Learner attitude toward CALL and level of achievement in basic language skills. Sosyal Bilimler Enstitüsü Dergisi, 23(2), 103–126.
   Google Scholar
• Chapelle, C.A., Enright, M.K., & Jamieson, J.M. (Eds.). (2008). Building a validity argument for the test of English as a foreign language. New York: Routledge.
   Google Scholar
• Chen, J.F. (1996). CALL is not a hammer and not every teaching problem is a nail: Changing expectations of computers in the classroom. The Internet TESL Journal, 2(7), 1–4.
   Google Scholar
• Chiu, M.Y. (2003). Computer-assisted language learning: Attitudes of Taiwanese college students (Unpublished doctoral dissertation). The University of West Florida, Pensacola, FL. Retrieved from http://ir.csu.edu.tw/bitstream/987654321/619/1/00212939.pdf
   Google Scholar
• Cohen, J.B., & Reed, A. (2006). A multiple pathway anchoring and adjustment (MPAA) model of attitude generation and recruitment. Journal of Consumer Research, 33(1), 1–15. doi:10.1086/504121
   Web of Science ®Google Scholar
• Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19–36. doi:10.1111/j.0026-7902.2005.00263.x
   Web of Science ®Google Scholar
• Dalha, L. (2010). Unmet promises, outmoded models and inadequate support in Nigeria. In J. Egbert (Ed.), CALL in limited technology contexts (pp. 167–177). San Marcos, TX: CALICO.
   Google Scholar
• Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York: Routledge.
   Google Scholar
• Egbert, J. (Ed.). (2010). CALL in limited technology contexts. San Marcos, TX: CALICO.
   Google Scholar
• Eisinga, R., Te Grotenhuis, M., & Pelzer, B. (2013). The reliability of a two-item scale: Pearson, Cronbach or Spearman-Brown? International Journal of Public Health, 58(4), 637–642. doi:10.1007/s00038-012-0416-3
   PubMed Web of Science ®Google Scholar
• Engelhard, G., Jr. (2012). Invariant measurement: Using Rasch models in the social, behavioral, and health sciences. New York: Routledge.
   Google Scholar
• Fančovičová, J., & Prokop, P. (2008). Students' attitudes toward computer use in Slovakia. Eurasia Journal of Mathematics, Science & Technology Education, 4(3), 255–262. Retrieved from http://www.ejmste.com/v4n3/EURASIA_v4n3_Fancovicova.pdf
   Google Scholar
• Fatemi Jahromi, S.A., & Salimi, F. (2013). Exploring the human element of computer-assisted language learning: An Iranian context. Computer Assisted Language Learning, 26(2), 158–176. doi:10.1080/09588221.2011.643411
   Web of Science ®Google Scholar
• Fazio, R.H. (2000). Accessible attitudes as tools for object appraisal: Their costs and benefits. In G.R. Maio, & J.M. Olsen (eds.), Why we evaluate: Functions of attitudes (pp. 1–36). Mahwah, NJ: Erlbaum.
   Google Scholar
• Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior. Reading, MA: Addison-Wesley.
   Google Scholar
• Fisher, D., & Frey, N. (2004). Improving adolescent literacy: Strategies at work. Upper Saddle River, NJ: Merrill/Prentice Hall.
   Google Scholar
• Fotos, S., & Browne, C. (2004). The development of CALL and current options. In S. Fotos, & C. Brown (Eds.), New perspectives on CALL for second and foreign language classrooms (pp. 3–14). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Gómez-Chacón, I. (2000). Matem´atica emocional. Los afectos en el aprendizaje matem´atico. Madrid: NARCEA, S. A, Ediciones.
   Google Scholar
• Gonzalez, D., & Louis, R.S. (2012). CALL in low-tech contexts. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 217–241). London: Continuum.
   Google Scholar
• Harkness, J.A., Mohler, P.P., & McCabe, B. (1997). Towards a manual of European background variables: ZUMA report on background variables in a comparative perspective. In J.A. Harkness, P.P. Mohler, & R. Thomas (Eds.), General report on study programme for quantitative research (SPQR). Report to the European Commission. Mannheim: ZUMA (mimeo).
   Google Scholar
• Harkness, J., Pennell, B.E., & Schoua-Glusberg, A. (2004). Survey questionnaire translation and assessment. In S. Presser, M.P. Couper, J.T. Lessler, E. Martin, J. Martin, J.M. Rothgeb, & E. Singer (Eds.), Methods for testing and evaluating survey questionnaires (pp. 453–473). Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• Hockly, N. (2014). Digital technologies in low-resource ELT contexts. ELT Journal, 68(1), 79–84. doi:10.1093/elt/cct063
   Web of Science ®Google Scholar
• Hogg, M.A., & Vaughan, G.M. (2011). Social psychology (6th ed.). Harlow: Pearson.
   Google Scholar
• Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. doi:10.1080/10705519909540118
   Web of Science ®Google Scholar
• IBM Corp. (2012). IBM SPSS statistics for windows (Version 21.0) [computer software]. New York: IBM Corp.
   Google Scholar
• Jones, T., & Clarke, V.A. (1994). A computer attitude scale for secondary students. Computers in education, 22(4), 315–318. doi:10.1016/0360-1315(94)90053-1
   Web of Science ®Google Scholar
• Kane, M.T. (2012). Validating score interpretations and use. Language Testing, 29(1), 3–17. doi:10.1177/0265532211417210
   Web of Science ®Google Scholar
• Kane, M.T. (2013a). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1–73. doi:10.1111/jedm.12000
   Web of Science ®Google Scholar
• Kane, M.T. (2013b). Validation as a pragmatic, scientific activity. Journal of Educational Measurement, 50(1), 115–122. doi:10.1111/jedm.12007
   Web of Science ®Google Scholar
• Kay, R.H. (1989). A practical and theoretical approach to assessing computer attitudes: The computer attitude measure (CAM). Journal of Research on Computing in Education, 21(4), 456–463.
   Google Scholar
• Kline, P. (2002). An easy guide to factor analysis. London: Routledge.
   Google Scholar
• Knezek, G.A., & Miyashita, K.T. (1993). Handbook for the young children's computer inventory. Denton, TX: Texas Center for Educational Technology.
   Google Scholar
• Levy, M. (1997). CALL: Context and conceptualisation. Oxford: Oxford University Press.
   Google Scholar
• Levy, M., & Hubbard, P. (2005). Why call CALL “CALL”? Computer Assisted Language Learning, 18(3), 143–149. doi:10.1080/09588220500208884
   Google Scholar
• Li, Y. (1998). Cultural factors in translation. Perspectives: Studies in Translatology, 6(2), 175–182. doi:10.1080/0907676X.1998.9961334
   Web of Science ®Google Scholar
• Liaw, S.S. (2002). An Internet survey for perceptions of computer and the World Wide Web: Relationship, prediction, and difference. Computers in Human Behavior, 18(1), 17–35. doi:10.1016/S0747-5632(01)00032-2
   Web of Science ®Google Scholar
• Liaw, S.S., Huang, H.M., & Chen, G.D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49(4), 1066–1080. doi:10.1016/j.compedu.2006.01.001
   Web of Science ®Google Scholar
• Lin, R.L., & Miller, M.D. (2005). Measurement and assessment in teaching (9th ed.). New York: Pearson.
   Google Scholar
• Linacre, J.M. (2004). When does a gap between measures matter? Rasch Measurement Transactions, 18(3), 993.
   Google Scholar
• Linacre, J.M. (2014a). WINSTEPS Rasch measurement [computer program]. Chicago, IL: Winsteps.com.
   Google Scholar
• Linacre, J.M. (2014b). A user's guide to WINSTEPS. Chicago, IL: Winsteps.com.
   Google Scholar
• Liu, J. (2009). A survey of EFL learners' attitudes toward information and communication technologies. English Language Teaching, 2(4), 101–106.
   Google Scholar
• Lynn, P., Japec, L., & Lyberg, L. (2006). What's so special about cross-national surveys. In J. Harkness (Ed.), Conducting cross-national and cross-cultural surveys papers from the 2005 meeting of the international workshop on comparative survey design and implementation (CSDI) (pp. 7–20). Mannheim, Germany: ZUMA.
   Google Scholar
• Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66.
   Google Scholar
• Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. The Modern Language Journal, 79(3), 371–386. doi:10.1111/j.1540-4781.1995.tb01114.x
   Google Scholar
• Mantle-Bromley, C., & Miller, R.B. (1991). Effect of multicultural lessons on attitudes of students of Spanish. The Modern Language Journal, 75(4), 418–425. doi:10.1111/j.1540-4781.1991.tb05376.x
   Web of Science ®Google Scholar
• Marandi, S. (2010). Bravely stepping forward: Creating CALL communities to support teachers and learners in Iran. In J. Egbert (Ed.), CALL in limited technology contexts (pp. 179–188). San Marcos, TX: CALICO.
   Google Scholar
• Mokhtari, H. (2013). Iranian EFL learners' attitude towards CALL. Procedia Social and Behavioral Sciences, 70, 1630–1635. doi:10.1016/j.sbspro.2013.01.232
   Google Scholar
• Netemeyer, R., Bearden, W., & Sharma, S. (2003). Scaling procedures. Thousand Oaks, CA: Sage.
   Google Scholar
• Ngeow, K. (2010). Restricted internet access and censorship: CALL alternatives and initiatives. In J. Egbert (Ed.), CALL in limited technology contexts (pp. 93–105). San Marcos, TX: CALICO.
   Google Scholar
• Önsoy, S. (2004). Students' and teachers' attitudes towards the use of computer-assisted language learning at the preparatory school of Celal Bayar University (Unpublished Master's thesis). Bilkent University, Ankara.
   Google Scholar
• Osgood, C.E., Suci, G.J., & Tannenbaum, P.H. (1957). The measurement of meaning. Urbana, IL: University of Illinois Press.
   Google Scholar
• Pacilli, M.M.G., Mucchi-Faina, A., Pagliaro, S., Mirisola, A., & Alparone, F.R. (2013). When affective (but not cognitive) ambivalence predicts discrimination toward a minority group. The Journal of Social Psychology, 153(1), 10–24. doi: 10.1080/00224545.2012.701251
   PubMed Web of Science ®Google Scholar
• Rahimi, M., & Hosseini, S.F. (2011). The impact of computer-based activities on Iranian high-school students' attitudes towards computer-assisted language learning. Procedia Computer Science, 3, 183–190. doi:10.1016/j.procs.2010.12.031
   Google Scholar
• Sagarra, N., & Zapata, G.C. (2008). Blending classroom instruction with online homework: A study of student perceptions of computer assisted L2 learning. ReCALL, 20(2), 208–224. doi:10.1017/S0958344008000621
   Google Scholar
• Schumacker, R.E., & Lomax, R.G. (2010). A beginner's guide to structural equation modeling. New York: Routledge.
   Google Scholar
• Smith, B., Caputi, P., & Rawstorne, P. (2000). Differentiating computer experience and attitudes toward computers: An empirical investigation. Computer in Human Behavior, 16(1), 59–81. doi:10.1016/S0747-5632(99)00052-7
   Web of Science ®Google Scholar
• Sullivan, K.P.H., & Lindgren, E. (2002). Self-assessment in autonomous computer-aided L2 writing. ELT Journal, 56(3), 258–266. doi:10.1093/elt/56.3.258
   Google Scholar
• Talebinezhad, M.R., & Azizi Abarghoui, M. (2013). The Iranian high school students' attitude toward CALL and the use of CALL for EFL receptive skills. Theory and Practice in Language Studies, 3(2), 329–337. doi:10.4304/tpls.3.2.329-337
   Google Scholar
• TESOL (2008). TESOL technology standards framework. Alexandria, VA: TESOL. Retrieved from http://www.tesol.org/docs/books/bk_technologystandards_framework_721.pdf
   Google Scholar
• Toulmin, S.E. (1958). The uses of argument. Cambridge: Cambridge University Press.
   Google Scholar
• Tunçok, B. (2010). A case study: Students' attitudes towards computer assisted learning, computer assisted language learning and foreign language learning (Unpublished master's thesis). Middle East Technical University, Ankara.
   Google Scholar
• Vandewaetere, M., & Desmet, P. (2009). Introducing psychometrical validation of questionnaires in CALL research: The case of measuring attitude towards CALL. Computer Assisted Language Learning, 22(4), 349–380. doi:10.1080/09588220903186547
   Web of Science ®Google Scholar
• Vandergrift, L., Goh, C.C.M., Mareschal, C., & Tafaghodtari, M.H. (2006). The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation. Language Learning, 56, 431–462.
   Google Scholar
• von Davier, M., & Rost, J. (2006). Mixture distribution item response models. In C.R. Rao, & S. Sinharay (Eds.), Handbook of statistics (vol. 27): Psychometrics (pp. 643–661). Amsterdam: Elsevier.
   Google Scholar
• Wiebe, G., & Kabata, K. (2010). Students' and instructors' attitudes toward the use of CALL in foreign language teaching and learning. Computer Assisted Language Learning, 23(3), 221–234. doi:10.1080/09588221.2010.486577
   Web of Science ®Google Scholar
• Yang, Y., & Egbert, J. (2004). Mediating the digital divide in CALL classrooms: Promoting effective language tasks in limited technology contexts. ReCALL, 16(2), 280–291. doi:10.1017/S0958344004000321
   Google Scholar
• Yunus, M. (2007). Malaysian ESL teachers' use of ICT in their classrooms: Expectations and realities. ReCALL, 19(1), 79–95. doi:10.1017/S0958344007000614
   Google Scholar