Adaptation and validation of a computer-assisted language learning attitude questionnaire in a Vietnamese EFL context: A comparison between online and paper modes of administration

Abstract

The article reports on the validation of a computer-assisted language learning (CALL) attitude questionnaire and discusses differences between online and paper modes of administration, drawing on a sample of 1,769 Vietnamese undergraduates. Exploratory and confirmatory factor analyses were conducted to explore and assess the factor structure of the CALL instrument and specify the equivalence between the two versions of the questionnaire. Rasch model analysis was used to evaluate the overall fit and construct uni-dimensionality of the instrument. The findings of the study suggested a six-factor structure for the adapted questionnaire as well as both reliability and validity in the Vietnamese context. No significant difference was found between the two modes of administration as regards the construct and item levels of the questionnaire, although the paper-version was superior to the online version according to results from the Rasch model analysis. Hence, the instrument can be used in online and paper modes to measure Vietnamese tertiary students’ attitudes to the integration of technology into language learning. The study finds that further research is called for if the two modes of administration of the questionnaire are used in other contexts for teaching English as a foreign language (EFL).