Designing and Validating a Technological Innovation Scale for the English as Foreign Language Learning Context
Subject Areas : Journal of Language, Culture, and Translation
Iran Kashanizadeh
1
(
Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
)
Saeed Ketabi
2
(
Department of English, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
)
Mohsen Shahrokhi
3
(
Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
)
Keywords: EFL teachers, Innovation, Scale development, Technological innovation,
Abstract :
This study aimed to develop and validate a Technological Innovation Scale (TIS) specifically for the Iranian context of English as a Foreign Language (EFL). A mixed-methods approach was employed, involving 375 EFL teachers selected through convenience sampling. The research began with a qualitative phase, using expert interviews and focus groups to generate and refine scale items. This was followed by a quantitative phase, where the scale's reliability and validity were tested in both a pilot and a main study. The pilot, conducted with 100 teachers, produced a Cronbach’s Alpha of .87, indicating good reliability. The main study further confirmed this with an overall Cronbach’s Alpha of .84. Factor analysis supported the scale’s construct validity. The results suggest that the TIS is a reliable and valid tool for assessing technology integration in Iranian EFL education, providing useful insights for educators and policymakers seeking to improve technology integration in education.
Abraham, L. B. (2007). Second language reading comprehension and vocabulary learning with multimedia. Hispania, 90, 98–109.
Abu Bakar, N., & Nosratirad, E. (2013). Sustaining vocabulary acquisition through computer game: A case Study. Asian Social Science, 9(5), 1911–2017.
AbuSeileek, A. F. (2013). Using track changes and word processor to provide corrective feedback to learners in writing. Journal of Computer Assisted Learning, 29(4), 319–333.
Agung, A., Surtikanti, M., & Quinones, C. (2020). Students’ perception of online learning during COVID19 pandemic: A case study on the English students of STKIP Pamane Talino. Soshum Jurnal Sosial dan Humaniora, 10 (2), 225–235.
Alamer, A., & Al Khateeb, A. (2021). Effects of using the WhatsApp application on language learners’ motivation: a controlled investigation using structural equation modelling. Computer Assisted Language Learning, 36 (1-2), 149–175.
Alderson, J. C. (Ed.). (2009). The politics of language education: Individuals and institutions. Multilingual Matters.
Al-Hunaiyyan, A., Alhajri, R. A., & Al-Sharhan, S. (2016). Perceptions and challenges of mobile learning in Kuwait. Journal of King Saud University - Computer and Information Sciences, 30(2), 279–289.
Ali, J., & Bin-Hady, W. (2019). A study of EFL students’ attitudes, motivation, and anxiety towards WhatsApp as a language learning tool. Arab World English Journal (AWEJ), 5, 289–298.
Al-Seghayer, K. (2021). Characteristics of Saudi EFL learners' learning styles. English Language Teaching, 14(7), 82–94.
Anas, I. (2019). Behind the scene: Student-created videos as a meaning-making process to promote student active learning. Teaching English with Technology, 19(4), 37–56.
Başar, T., & Şahin, L. (2022). Technology integration in teaching English as a foreign language: A content analysis study. Journal of Educational Technology and Online Learning, 5(1), 204–222.
Brooks, D. W. (1997). Web-teaching: A guide to designing interactive teaching for the world wide web. Plenum.
Bueno-Alastuey, M. C., & Nemeth, K. (2020). Quizlet and podcasts: effects on vocabulary acquisition. Computer Assisted Language Learning, 35 (7), 1407–1436.
Cavdar, S. C., & Aydin, A. D. (2015). An empirical analysis about technological development and innovation indicators. Procedia-Social and Behavioral Sciences, 195, 1486–1495.
ChanLin, L., Hong, J., Horng, J., Chang, S., & Chu, C. (2006). Factors influencing technology integration in teachers’ perceptions of the use of multimedia in teach¬ing English in official and non-official language settings teaching: A Taiwanese perspective. Innovations in Edu¬cation and Teaching International, 143(1), 57–68.
Chapelle, C. A. (2013). The encyclopedia of applied linguistics. Blackwell Publishing Ltd.
Chege, S. M., Wang, D., & Suntu, S. L. (2020). Impact of information technology innovation on firm performance in Kenya. Information Technology for Development, 26(2), 316–345.
Cheng, J., & Kim, H. (2019). Attitudes towards English language learning apps from Korean and Chinese EFL students. Engl. Teach, 74, 205–224.
Clark, L. A., & Watson, D. (2019). Constructing validity: New developments in creating objective measuring instruments. Psychological assessment, 31(12), 1412–1427.
Clauss, T. (2017). Measuring business model innovation: conceptualization, scale development, and proof of performance. R&d Management, 47(3), 385–403.
Cohen, L., Manion, L., & Morrison, K. (2017). Validity and reliability. In Research methods in education (pp. 245-284). Routledge.
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Lawrence Erlbaum.
Dourda, K., Bratitsis, T., Griva, E., & Papadopoulou, P. (2018). Content and language integrated learning through an online game in primary school: A case study. Electronic Journal of eLearning, 12 (3), 243–258.
Enayati, F., & Gilakjani, A. P. (2020). The impact of computer-assisted language learning (CALL) on improving intermediate EFL learners' vocabulary learning. International Journal of Language Education, 4(1), 96–112.
Felix, U. (2001). Research: Absolutely worth the effort! In U. Felix (Ed.), Beyond Babel: Language learning online (pp. 299 – 365). Melbourne: Language Australia.
García, J. S., Álvarez, C. A. A., Gómez, J. M. C., & Toro, J. J. A. (2017). Measuring organizational capabilities for technological innovation through a fuzzy inference system. Technology in Society, 50, 93–109.
Ghaedsharafi, A., Yamini, M., & Dehghan, F. (2019). Investigating predictors of high school students’ negative attitudes towards learning English by developing, validating, and running a questionnaire. Journal of Research in Applied Linguistics, 10(2), 136–158.
Haefner, N., Wincent, J., Parida, V., & Gassmann, O. (2021). Artificial intelligence and innovation management: A review, framework, and research agenda. Technological Forecasting and Social Change, 162, 120–132.
Haghverdi, H. R. (2015). The effect of song and movie on high school students’ language achievement in Dehdasht. Procedia - Social and Behavioral Sciences,192, 313–320.
Huang, H. V. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement. Australasian Journal of Educational Technology, 37(6), 18–40.
Hubbard, P. (2009). Computer-assisted language learning: Foundations of call. Routledge.
Hwang, M., & Lee, H.-K. (2017). Development and validation of the English writing strategy inventory. System, 68, 60–71.
Ihnatova, O., Poseletska, K., Matiiuk, D., Hapchuk, Y., & Borovska, O. (2021). The application of digital technologies in teaching a foreign language in a blended learning environment. Linguistics and Culture Review, 5(S4), 114–127.
Jeno, L., Adachi, P., Grytnes, J., Vandvik, V., & Deci, E. (2019). The effects of m‐learning on motivation, achievement and well‐being: A self‐determination theory approach. British Journal of Educational Technology, 50(2), 669–683.
Kelly, B., Papanikolaou, D., Seru, A., & Taddy, M. (2021). Measuring technological innovation over the long run. American Economic Review: Insights, 3(3), 303–320.
Kim, D., & Park, Y. (2017). The effects of digital game-based learning on primary school students' English learning performance and motivation. Educational Technology & Society, 20(1), 68–77.
Li, C., He, S., Tian, Y., Sun, S., & Ning, L. (2022). Does the bank’s FinTech innovation reduce its risk-taking? Evidence from China’s banking industry. Journal of Innovation & Knowledge, 7(3), 100219. https://doi.org/10.1016/j.jik.2022.100219
Link, S., Mehrzad, M., & Rahimi, M. (2022). Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning, 1– 30. doi:10.1080/09588221.2020.1743323
Lu, X. (2017). Automated measurement of syntactic complexity in corpus-based L2 writing research and implications for writing assessment. Language Testing, 34, 493–511.
Masters, D. (2019). LingQ review: An honest, in-depth review of the LingQ language learning tool. Retrieved from https://www.fluentin3months.com/lingq-review/
Meighan, P. J. (2021). Decolonizing the digital landscape: The role of technology in Indigenous language revitalization. AlterNative: An International Journal of Indigenous Peoples, 17(3), 397–405.
Metruk, R. (2021). The use of smartphone English language learning apps in the process of learning English: Slovak EFL students’ perspectives. Sustainability,13, 1–17.
Min, P. (2014). The use of multimedia technology in English language teaching: A global perspective. Crossing the Border: International Journal of Interdisciplinary Studies, 1(1), 29–38.
Mohamed, O. I. (2021). The effectiveness of Internet and mobile applications in English language learning for health sciences’ students in a university in the United Arab Emirates. Arab World English Journal, 12 (1), 181–197.
Motteram, G. (2013). Innovations in learning technologies for English language teaching. The British Council.
Murray, D. E. (Ed.). (2008). Planning change, changing plans: Innovations in second language teaching. University of Michigan Press.
Murray, D. E., & McPherson, P. (2004). Using the web to support language learning. National Centre for English Language Teaching and Research.
Norafkan, M. (2013). Learnability of cultural models through authentic materials: Focus on metaphorical competence and conceptual fluency. Retrieved from summit.sfu.ca/item/13447.
Pallant, J. (2016). SPSS survival manual. (6th ed.). Allen & Unwin.
Panagiotidis, P., Krystalli, P., & Arvanitis, P. (2023). Technology as a motivational factor in foreign language learning. European Journal of Education (EJED), 6(1), 69–84.
Pang, X., Vivekananda, G. N., & Khapre, S. (2021). Multimedia-based English teaching and practical system. Aggression and Violent Behavior. doi.org/10.1016/j.avb.2021.101706
Panthee, S. (2012). Application of interactive multimedia in the higher education. Prithvi: A Multi-Disciplinary Research Journal, 5, 32–44.
Pratama, M. P., Sampelolo, R., & Lura, H. (2023). Revolutionizing education: harnessing the power of artificial intelligence for personalized learning. Klasikal: Journal of education, language teaching and science, 5(2), 350–357.
Pun, M. (2013). The use of multimedia technology in English language teaching: A global perspective. Crossing the Border: International Journal of Interdisciplinary Studies, 1(1), 29–38.
Radicic, D., & Petković, S. (2023). Impact of digitalization on technological innovations in small and medium-sized enterprises (SMEs). Technological Forecasting and Social Change, 191, 122474. https://doi.org/10.1016/j.techfore.2023.122474
Rao, P. S. (2019). The impact of technological innovations on English language teaching in the modern era. International Journal of Engineering Research-Online, 7(6), 58–67.
Revelle, W. (2020). Psych: Procedures for personality and psychological research, Northwestern University, Evanston, Illinois, USA. Retrieved from https://CRAN.R-project.org/package=psych Version = 2.0.7.
Ridley, M. (2020). How innovation works: And why it flourishes in freedom. Harper.
Rosell-Aguilar, F. (2013). Podcasting for language learning through iTunes U: The learner’s view. Language Learning & Technology, 17(3), 74–93.
Rosenbusch, K. (2020). Technology intervention: rethinking the role of education and faculty in the transformative digital environment. Advances in Developing Human Resources, 22(1), 87–101.
Sechrest, L. (2005). Validity of measures is no simple matter. Health Services Research, 40(5), 1584–1604.
Son, J. B. (2005). Making web-based language learning meaningful. Paper presented at the Second International Conference on Pedagogies and Learning, The University ofSouthern Queensland, Toowoomba, Australia.
Souza, A. C. D., Alexandre, N. M. C., & Guirardello, E. D. B. (2017). Psychometric properties in instruments evaluation of reliability and validity. Epidemiologia e servicos de saude, 26, 649–659.
Souzanzan, R., & Bagheri, M. S. (2017). Hybrid learning: The impact of interacting through Skype on Iranian learners’ speaking ability. Information Technologies and Learning Tools, 58(2), 118–128.
Stanley, G. (2006). Podcasting: Audio on the Internet comes of age. TESL-EJ, 9(4),1–7.
Strang, K. D. (2012). Skype synchronous interaction effectiveness in a quantitative management science course. Decision Sciences Journal of Innovative Education, 10 (1), 3–23.
Sulima, I. I. (2019). The ontological status of language in education. Vestnik of Minin University, 7(4), 16–26.
Sundgren, M. (2017). Blurring time and place in higher education with bring your own device applications: a literature review. Educ. Inf. Technol, 1(6), 1–39.
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217–228.
Tomé Díez, M., & Richters, M. A. (2020). Podcasting as a tool to develop speaking skills in the foreign language classroom. The EUROCALL Review, 28 (1), 40–56.
Traxler, J. (2007). Defining, discussing and evaluating mobile learning. The International Review in Open and Distance Learning, 8, 1–13.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.
George, D., & Mallery, P. (2020). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.
Villado, A. J., Randall, J. G., & Zimmer, C. U. (2016). The effect of method characteristics on retest score gains and criterion-related validity. Journal of Business and Psychology, 31, 233–248.
Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge University Press.
Waters, A. (2009). Managing innovation in English language education. Language Teaching, 42(4), 421–58.
Wedell, M. (2009). Planning for educational change: Putting people and their contexts first. Continuum.
Williamson, D. M., Xi, X., & Breyer, F. J. (2012). A framework for evaluation and use of automated scoring. Educational Measurement: Issues and Practice, 31(1), 2–13.
Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94–109.
Zapata, G., & Sagarra, N. (2007). CALL on hold: The delayed benefits of an online workbook on L2 vocabulary learning. Computer Assisted Language Learning, 20(2), 153–171.
Zhou, G., & Luo, S. (2018). Higher education input, technological innovation, and economic growth in China. Sustainability, 10(8), 2615. https://doi.org/10.3390/su10082615
Zou, B., Li, H., & Li, J. (2018). Exploring mobile-based learning in a distance learning environment: A systematic review. Interactive Learning Environments, 26(6), 775–788.