Development and validation of the Teacher Multiliteracies Scale (TMS) for English language teacher education

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-04-01 DOI:10.1016/j.system.2025.103673

Salim Nabhan , Anita Habók

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引用次数: 0

Abstract

In education's evolving landscape, traditional concepts of literacy are insufficient for addressing modern life's multifaceted demands. Thus, multiliteracy has emerged as essential for contemporary educators. However, current tools often focus narrowly on individual literacy components, failing to provide holistic assessment of multiliteracies, especially in English language teacher education. Despite recognition of multiliteracies' importance, development of validated instruments designed to measure these competencies among pre-service English language teachers shows a notable gap. This study aimed to develop and validate the Teacher Multiliteracies Scale (TMS), a comprehensive measurement instrument to assess pre-service English language teachers' multiliteracies. The TMS encompasses four dimensions: multimodal, digital, critical, and socio-cultural literacies and was developed through a rigorous process involving literature review, expert validation, and pilot testing. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) confirmed a four-factor structure, demonstrating strong construct validity. The TMS showed high reliability, with Cronbach's alpha values ranging from 0.954 to 0.980 across dimensions. The study successfully developed and validated the TMS, thus providing a reliable, valid tool for assessing pre-service English language teachers' multiliteracies. Results highlight the TMS's potential to enhance teacher education programs by offering a comprehensive evaluation of essential literacies in the English language education context. TMS implementation in teacher education programs can promote a holistic approach to literacy education, equipping future educators with the necessary competencies to navigate and teach in a digitally and culturally diverse world. The instrument can further serve as a foundation for future research and development in multiliteracies education.

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英语教师多元读写能力量表的开发与验证

在不断变化的教育格局中，传统的扫盲概念不足以满足现代生活的多方面需求。因此，多元文化对当代教育工作者来说是必不可少的。然而，目前的工具往往狭隘地关注个人读写能力的组成部分，未能提供对多种读写能力的全面评估，尤其是在英语教师教育中。尽管认识到多种读写能力的重要性，但在职前英语教师中，用于衡量这些能力的有效工具的开发显示出显著的差距。本研究旨在开发并验证教师多重读写能力量表（TMS），这是一个评估职前英语教师多重读写能力的综合测量工具。经颅磁刺激包括四个方面：多模式、数字、关键和社会文化素养，并通过包括文献综述、专家验证和试点测试在内的严格过程开发出来。探索性因子分析（EFA）和验证性因子分析（CFA）证实了四因子结构，显示出较强的结构效度。经颅磁刺激量表具有较高的信度，各维度的Cronbach’s alpha值在0.954 ~ 0.980之间。本研究成功开发并验证了经颅磁刺激量表，从而为评估职前英语教师的多元读写能力提供了一个可靠、有效的工具。研究结果强调了TMS通过对英语语言教育背景下的基本素养进行全面评估来加强教师教育计划的潜力。在教师教育项目中实施经颅磁刺激可以促进扫盲教育的整体方法，为未来的教育工作者提供必要的能力，使他们能够在数字化和文化多样化的世界中导航和教学。该工具可以进一步作为未来研究和发展多元文化教育的基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.