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Validation of the AI-Assisted Second Language (L2) Learning Attitude Scale: Investigating Factor Structure and Psychometric Properties among Iranian Student-Teachers | ||
| Technology Assisted Language Education | ||
| دوره 4، شماره 2، شهریور 2026، صفحه 67-82 اصل مقاله (470.68 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2026.13447.1162 | ||
| نویسندگان | ||
| Azad Allahkarami* 1؛ Fatemeh Rezaee2؛ Rahim Moradi3 | ||
| 1Assistant Professor, Department of educational sciences, Farhangian University, P.O. Box 14665_889, Tehran, Iran, Iran | ||
| 2Assistant Professor of Persian Language and Literature Education, Farhangian University, P.O. Box 14665 -889, Tehran, Iran | ||
| 3Associate Professor, Department of Educational Sciences, Faculty of Humanities, Arak University. | ||
| چکیده | ||
| Given the transformative role of artificial intelligence (AI) in language education, access to valid instruments for assessing learners’ perceptions is essential. The present study aimed to localize and validate the AI-Assisted Second Language Learning Attitude Scale among Iranian student-teachers. In this psychometric study, 828 student-teachers from Farhangian University (485 females and 343 males) participated through convenience sampling. Following the forward-backward translation method and cultural adaptation, the instrument was administered to the students. A total sample was divided into two independent sub-samples of 414 participants each. Exploratory factor analysis (EFA) was conducted in SPSS to identify the factor structure, and confirmatory factor analysis (CFA) was performed in AMOS to examine model fit. The EFA results confirmed a two-factor structure comprising cognitive and behavioral components, accounting for 53.94% of the total variance. In the confirmatory factor analysis stage, the initial model was refined, and the final fit indices were highly desirable. Findings from multi-group analysis confirmed the measurement invariance (stability) of the scale’s factor structure across male and female students. Cronbach’s alpha coefficients and composite reliability indicated high internal consistency. The positive correlation between this scale’s scores and AI literacy supported the instrument’s criterion validity. The 12-item AI-Assisted L2 Learning Attitude Scale demonstrates robust psychometric properties among Iranian students. This tool can be used as a standardized scale in future research to evaluate learners’ readiness and attitudes toward integrating intelligent technologies into curricula. | ||
| کلیدواژهها | ||
| Attitude toward AI؛ Second Language (L2) Learning؛ Validation؛ AI Literacy | ||
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