Context-responsive attitudinal surveys about technology in language classrooms

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research & Method in Education Pub Date : 2022-10-01 DOI:10.1080/1743727X.2022.2128743

P. Wesely, Elizabeth Plummer

{"title":"Context-responsive attitudinal surveys about technology in language classrooms","authors":"P. Wesely, Elizabeth Plummer","doi":"10.1080/1743727X.2022.2128743","DOIUrl":null,"url":null,"abstract":"ABSTRACT Language learner attitudes about technology have traditionally been studied using survey data, but those surveys have primarily been based on disparate constructs and conceptualizations of learner attitudes. The lack of a common measure, or one that reflects other levels and contexts of learning, has limited the investigation about language learner attitudes about technology. One possible solution, suggested by mixed methods research methodologists, involves the inclusion of qualitative data in adapting extant surveys to new contexts. The purpose of this study is to illustrate this type of adaptation, and to highlight the challenges and insights that occur as a result. In this study, qualitative data were used to adapt extant instruments to the secondary world language instructional context in the United States. The initial survey was administered to high school students of Spanish in the United States (N = 268), eight students then participated in qualitative interviews, the survey was revised, and quantitative findings from the revised instrument (N = 1039) were analyzed for validity and reliability. This study shows that this method for adapting a survey to a new context is viable yet complex, offering researchers an important model of how to tailor surveys to new contexts while remaining in conversation with prior scholarship.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Research & Method in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1743727X.2022.2128743","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

ABSTRACT Language learner attitudes about technology have traditionally been studied using survey data, but those surveys have primarily been based on disparate constructs and conceptualizations of learner attitudes. The lack of a common measure, or one that reflects other levels and contexts of learning, has limited the investigation about language learner attitudes about technology. One possible solution, suggested by mixed methods research methodologists, involves the inclusion of qualitative data in adapting extant surveys to new contexts. The purpose of this study is to illustrate this type of adaptation, and to highlight the challenges and insights that occur as a result. In this study, qualitative data were used to adapt extant instruments to the secondary world language instructional context in the United States. The initial survey was administered to high school students of Spanish in the United States (N = 268), eight students then participated in qualitative interviews, the survey was revised, and quantitative findings from the revised instrument (N = 1039) were analyzed for validity and reliability. This study shows that this method for adapting a survey to a new context is viable yet complex, offering researchers an important model of how to tailor surveys to new contexts while remaining in conversation with prior scholarship.

查看原文本刊更多论文

语言课堂中科技的情境反应性态度调查

传统上，语言学习者对技术的态度是通过调查数据来研究的，但这些调查主要是基于学习者态度的不同结构和概念。缺乏一个共同的衡量标准，或者一个反映其他层次和学习背景的标准，限制了对语言学习者对技术态度的调查。混合方法研究方法学家提出的一个可能的解决办法是，在使现有调查适应新的情况时纳入定性数据。本研究的目的是说明这种类型的适应，并强调由此产生的挑战和见解。在这项研究中，定性数据被用来调整现有的工具，以适应美国的第二世界语言教学语境。最初的调查对象是美国的西班牙语高中学生(N = 268)，随后8名学生参加了定性访谈，对调查进行了修订，并对修订后的工具(N = 1039)的定量结果进行了效度和信度分析。这项研究表明，这种使调查适应新环境的方法是可行的，但也很复杂，为研究人员提供了一个重要的模型，说明如何在与先前的学术研究保持对话的同时，为新环境量身定制调查。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Research & Method in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

5.00%

发文量

期刊介绍： The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.