The Development of an Online Reader Self-Perception Scale for EFL University Students

Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: [email protected]; Web site: http://www.culi.chula.ac.th/publicationsonline/home_p1.php

Y

35

Second Language Learning; Second Language Instruction; English (Second Language); College Students; Foreign Countries; Self Concept; Information Literacy; Reading Comprehension; Evaluation Methods; Internet; Reading Processes; Student Attitudes; Factor Analysis; Reliability; Protocol Analysis; Correlation; Metacognition; Physiology; Performance; Feedback (Response); Teaching Methods; Rating Scales; Self Evaluation (Individuals)

0125-2488

Self-perception, which mediates between knowledge and behavior, increasingly plays an important role in the determination of the ability to comprehend and respond to information on the Internet. Teachers need to gain insights about how EFL readers feel about themselves as readers in the Internet-based learning environment. There is a critical need for appropriate instruments to provide such information. This study was aimed at developing a scale to measure self-perception of online reading for EFL students at the university level. The scale was refined and validated through multiple procedures: interview, experts' validation, and observation through the think-aloud method before being administered to Thai university students. The exploratory factor analysis showed that the existence of two dimensions represented the clearly interpretable relationship and the identification of each dimension. Cronbach's alpha internal reliabilities also indicated a strong coherence of the items on each dimension. The results show that the final scale was constructed with two components -- Social Reference and Self-Reflection, in which the first scale included four constructs: Performance Accomplishment, Physiological States, Social Feedback, and Vicarious Experience. Implications for pedagogical practices, limitations of the study, and suggestions for future research are presented.

As Provided

2020

EJ1259130