Shedding Light on Ecological Critical Language Awareness Construct: A Questionnaire Development and Validation Study in the Iranian EFL Context

الموضوعات : Research in English Language Pedagogy

Ghazaleh Cheraghpour Samvati ¹ , Parviz Maftoon ² , Mojgan Rashtchi ³

1 - Department of English, Faculty of Literature, Humanities, and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, Faculty of Literature, Humanities, and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran
3 - TEFL Department, Faculty of Foreign Languages, North Tehran Branch, Islamic Azad University, Tehran, Iran

تاريخ الإرسال : 01 الجمعة , جمادى الأولى, 1444 تاريخ التأكيد : 23 الإثنين , جمادى الثانية, 1444 تاريخ الإصدار : 16 الجمعة , صفر, 1445

الکلمات المفتاحية: Critical Language Awareness, Questionnaire Development, Ecolinguistics, Environmental Studies, Construct Validation,

ملخص المقالة :

The study of ecolinguistics to date has been reserved for the field of discourse analysis. However, applying ecolinguistics in pedagogical contexts is a promising way to increase learners’ critical language awareness. To realize this potential, one needs validated measures to quantify learners’ critical language awareness in ecological contexts to conduct research in this field. In the absence of any instrument to measure language learners’ ecological critical language awareness, the researchers of this study developed and validated a questionnaire. An exploratory sequential mixed methods design with two phases was employed. In the exploratory and qualitative phases, the researchers defined the construct and developed a questionnaire based on the underlying factors of the construct. After taking several steps to ensure its content validity, the questionnaire was administered to 200 intermediate-level EFL learners who were selected through convenience sampling. In the quantitative phase, the participants were exposed to ecolinguiscally-informed teaching materials in an English pedagogical context. The collected data were analyzed, and Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach alpha coefficient for reliability indices, and model evaluation estimates were run to ensure the measure’s reliability and validity. EFA substantiated the initial components of the six-factor tentative construct. CFA gave statistical support to the six components as well. All components enjoyed high-reliability estimates. The calculated model-fit estimates verified the CFA model as a valid measure of ecological critical language awareness. The developed measure paves the way for further empirical investigation of ways to raise learners’ ecological critical language awareness in EFL contexts.

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