Construction and validation of the foreign language learning enjoyment scale.

LANGUAGE & languages; TURKS; CONFIRMATORY factor analysis; EXPLORATORY factor analysis; ENGLISH as a foreign language; LISTENING comprehension

Since the original and adapted versions of the scales that aim to measure foreign language enjoyment may not be appropriate for learners with low English proficiency levels, it seems necessary to develop scales in their native languages. This study aims to create a valid and reliable scale of foreign language learning enjoyment that can be applied to Turkish students learning English as a foreign language (EFL). The sample group of the study consisted of 18 students in the focus group study, 408 learners in the exploratory study, 630 students in the confirmatory group, and 66 students in the study in the assessment phase of convergent validity and test–retest reliability. The participants had different educational backgrounds and proficiency levels in English. After administering a background questionnaire and the Foreign Language Learning Enjoyment Scale (FLLES), exploratory and confirmatory factor analysis and reliability analysis were performed. The findings showed that the FLLES comprising 12 items obtained high reliability and validity with a one‐factor solution. The study also concluded that the FLLES displayed a moderate correlation with the Foreign Language Enjoyment Scale (FLES) developed by Dewaele and MacIntyre, and had a good level of test–retest reliability. Practitioner points: The scales developed and used in prior studies for measuring foreign language enjoyment among learners are inappropriate for language learners with low proficiency levels.This study aims to develop a valid and reliable scale of foreign language learning enjoyment that can be applied to Turkish students learning English as a foreign language.The Foreign Language Learning Enjoyment Scale comprises 12 items, indicating high reliability and validity with a one‐factor solution. [ABSTRACT FROM AUTHOR]

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