MultidiMensionality and hierarchical structure of the english vocabulary learning attitude scale

Abstract

The purpose of this study was to fill the gap in the existing literature by validating a hierarchical and 3-component model of attitude in a foreign language learning context. An alternative 1-factor model was also proposed based on the discussion of literature. Confirmatory factor analysis was used to compare the 2 models. The results showed that the hierarchical, multicomponent model improved significantly in fit over the 1-factor model. The outcome model is presented as having important implications in English vocabulary learning.