Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing

Abstract The purpose of the current study was to develop and validate a scale to assess the inhibitors to reflective writing of Iranian English as a Foreign Language (EFL) teachers. The other aim of this study was to assess the reliability of the questionnaire. To prepare the first item pool of the...

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Autores principales:	Fariba Salahi, Majid Farahian
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	Barriers EFL learners Reflection Reflective writing Special aspects of education LC8-6691 Language acquisition P118-118.7
Acceso en línea:	https://doaj.org/article/4d12ebc3ff7b4f10b32fc89814682e08
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spelling	oai:doaj.org-article:4d12ebc3ff7b4f10b32fc89814682e082021-12-05T12:08:05ZConstructing and validating a questionnaire on barriers to EFL learners’ reflective writing10.1186/s40862-021-00124-32363-5169https://doaj.org/article/4d12ebc3ff7b4f10b32fc89814682e082021-12-01T00:00:00Zhttps://doi.org/10.1186/s40862-021-00124-3https://doaj.org/toc/2363-5169Abstract The purpose of the current study was to develop and validate a scale to assess the inhibitors to reflective writing of Iranian English as a Foreign Language (EFL) teachers. The other aim of this study was to assess the reliability of the questionnaire. To prepare the first item pool of the questionnaire, the researchers reviewed the previous related literature and prepared the first item pool with 62 items. At the next stage, based on the judgments of some experts in the field regarding the items of the questionnaire, 31 items were deleted and the next draft included 31 items. Then, 265 EFL teachers were invited to fill out the questionnaire. As the next step, exploratory factor analysis (EFA) was conducted to investigate the construct validity of the scale. Based on the results of EFA, 10 items were deleted. The final draft of the questionnaire included 21 items with three factors including ‘teachers’ issues’, ‘students’ issues’, and ‘institutions and educational system issues’. In addition, a Cronbach’s alpha coefficient was run to measure the internal consistency of the scale and the findings indicated a satisfactory level of reliability. The findings have implications for pedagogy as well as further research.Fariba SalahiMajid FarahianSpringerOpenarticleBarriersEFL learnersReflectionReflective writingSpecial aspects of educationLC8-6691Language acquisitionP118-118.7ENAsian-Pacific Journal of Second and Foreign Language Education, Vol 6, Iss 1, Pp 1-15 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Barriers EFL learners Reflection Reflective writing Special aspects of education LC8-6691 Language acquisition P118-118.7
spellingShingle	Barriers EFL learners Reflection Reflective writing Special aspects of education LC8-6691 Language acquisition P118-118.7 Fariba Salahi Majid Farahian Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing
description	Abstract The purpose of the current study was to develop and validate a scale to assess the inhibitors to reflective writing of Iranian English as a Foreign Language (EFL) teachers. The other aim of this study was to assess the reliability of the questionnaire. To prepare the first item pool of the questionnaire, the researchers reviewed the previous related literature and prepared the first item pool with 62 items. At the next stage, based on the judgments of some experts in the field regarding the items of the questionnaire, 31 items were deleted and the next draft included 31 items. Then, 265 EFL teachers were invited to fill out the questionnaire. As the next step, exploratory factor analysis (EFA) was conducted to investigate the construct validity of the scale. Based on the results of EFA, 10 items were deleted. The final draft of the questionnaire included 21 items with three factors including ‘teachers’ issues’, ‘students’ issues’, and ‘institutions and educational system issues’. In addition, a Cronbach’s alpha coefficient was run to measure the internal consistency of the scale and the findings indicated a satisfactory level of reliability. The findings have implications for pedagogy as well as further research.
format	article
author	Fariba Salahi Majid Farahian
author_facet	Fariba Salahi Majid Farahian
author_sort	Fariba Salahi
title	Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing
title_short	Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing
title_full	Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing
title_fullStr	Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing
title_full_unstemmed	Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing
title_sort	constructing and validating a questionnaire on barriers to efl learners’ reflective writing
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/4d12ebc3ff7b4f10b32fc89814682e08
work_keys_str_mv	AT faribasalahi constructingandvalidatingaquestionnaireonbarrierstoefllearnersreflectivewriting AT majidfarahian constructingandvalidatingaquestionnaireonbarrierstoefllearnersreflectivewriting
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Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing

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