Grit--"perseverance and passion for long-term goals" (Duckworth, Peterson, Matthews, & Kelly, 2007, p. 1087)--has attracted the attention of researchers in fields ranging from psychology to business to education (e.g., Robertson-Kraft & Duckworth, 2014; Robins, 2019). Continuing the line of research that explores the domain…

We used a data set with n = 1,603 learners of foreign languages (FL) to develop and validate the short form of the Foreign Language Enjoyment Scale (S-FLES). The data was split into 2 groups, and we used the first sample to develop the short-form measure. A 3-factor hierarchical model of foreign language enjoyment (FLE) was uncovered, with FLE as…

Reading self-efficacy performs a fundamental role in gaining academic achievement in college education. Review of the related literature unveils that it needs to be enriched by conducting further research on college students' reading self-efficacy. The paucity of investigations into college students' reading self-efficacy could have a connection…

One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use…

Test impact, widely recognized as the influence of testing on learning and teaching, affects a set of stakeholders including test takers. This study defines the construct of test impact on test takers and describes the construction and validation of the scale of test impact on test takers (TITT). 410 participants having passed a language test in…

Amidst the ethnic and linguistic diversity in adult English language classes, there is heightened importance to using culturally responsive teaching practices. However, there are limited quantitative examinations of this approach in adult learning environments. The purpose of this investigation was to describe patterns of culturally responsive…

The goal of the study is to develop a scale named "Learner Autonomy Scale" (LAS) for determining the learner autonomy of the students toward English lesson. The proposal scale, composed of 29 items, was applied to two study groups in Turkey. The group of Exploratory Factor Analysis that aims to determine the psychometric properties…

Foreign language anxiety (FLA), which constitutes a serious problem in the foreign language learning process, has been mainly seen as a research issue regarding adult language learners, while it has been overlooked in children. This is because there is no an appropriate tool to measure FLA among children, whereas there are many studies on the…

In most ELT classes, the importance of grammar, how it should be taught or how much it should be integrated into language teaching are still matters of discussion. Considering this fact, learning teachers' attitudes towards teaching grammar is significantly valuable for researchers. This study thus aimed to design a scale that identifies teachers'…

This study aims to explore the construct structure of the Turkish version of the "Myself-As-A-Learner Scale" ("MALS"), which was designed to measure academic self-concept. A translated version of MALS was administered to 483 participants (mean age = 14.31, SD = 2.08) in six different cities across Turkey. An exploratory factor…

This study was designed to examine the factor structure and psychometric properties of the English as a Foreign Language Reading Anxiety Inventory (EFLRAI). A total of 939 non-English major students responded to the EFLRAI. Exploratory and confirmatory factor analyses were performed using a principal component analysis and structural equation…

To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were…

In this article, I specify a conceptual framework for test validity research on content assessments taken by English language learners (ELLs) in U.S. schools in grades K-12. This framework is modeled after one previously delineated by Willingham et al. (1988), which was developed to guide research on students with disabilities. In this framework…

Using a diverse sample of university students, this article describes outcomes of a confirmatory factor analysis and a group invariance analysis conducted to validate the factorial structure of the Sense of Belonging Scales. Accordingly, a modified factor structure departing significantly from that of the original authors is proposed. (Contains 5…

This study assessed the invariance in the factor structure of the "Test of English as a Foreign Language"™ Internet-based test (TOEFL® iBT) across subgroups of test takers who differed in native language and exposure to the English language. The subgroups were defined by (a) Indo-European and Non-Indo-European language family, (b)…