Towards the Construction and Validation of a Learners’ Online Reading Engagement (LORE) Scale: A Case of Iranian EFL Teachers and Learners
Fatemeh Miri
1
(
Department of English Language, Islamic Azad University Bushehr Branch, Bushehr, Iran
)
Saeed Ahmadi
2
(
Department of English Language, Islamic Azad University Bushehr Branch, Bushehr, Iran
)
Hamideh Taheri
3
(
Department of English Language, Islamic Azad University Bushehr Branch, Bushehr, Iran
)
الکلمات المفتاحية: Reading engagement, online reading, EFL learners, engagement dimensions, online reading engagement ,
ملخص المقالة :
With the advent of advanced technology, a substantial proportion of reading takes place online. Reading engagement is an important factor which makes considerable contributions to reading comprehension. However, there is no valid and reliable measure for assessing learners' online reading engagement. Accordingly, this study constructed and validated a scale to gauge LORE. Initially, 20 EFL learners and 20 teachers were interviewed and based on the results of thematic analysis and extant components in the literature, an initial draft of the LORE was prepared. This draft became subject to expert opinion in a panel of three PhD holders in TEFL. Afterwards, the scale was distributed to 335 learners. The results of exploratory factor analysis (EFA) and Cronbach's Alpha yielded satisfactory psychometric properties for the 21-item scale consisting of six factors including affective, behavioral, cognitive, linguistic, agentic, and social dimensions. The analysis of aggregate means revealed that learners were highly engaged in behavioral and affective aspects, moderately engaged in the cognitive and agentic facets, but they had low levels of engagement in linguistic and social dimensions. Based on the results, the scale can be safely used to measure EFL learners' online reading engagement. Moreover, it is recommended that EFL teachers take measures to foster learners' linguistic and social engagement.
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