The validation of two L2 self-efficacy instruments using Rasch analysis

Abstract

This study seeks to validate two instruments designed to measure second and foreign language speaking self-efficacy. One-hundred and ninety first- and second-year Japanese university students participated in this study. Analyses based on the Rasch model focused on key aspects of validity based the work of Wolf and Smith (2007) as well as Messick's validation framework. Findings indicated that (1) the instruments displayed high item and person reliability and separation, (2) there was a sufficient spread of items considering the variable response levels, though some redundancies occurred in the items and the final step in the Likert scale for one instrument was beyond the level of endorsement for the participants in the current study, (3) the vast majority of items showed an excellent fit with the Rasch model, (4) the rating scales matched all criteria for optimal functioning proposed by Linacre, (5) the items displayed an acceptable degree of unidimensionality, and (6) the items showed a high degree of measurement invariance. Teachers and researchers may take advantage of the two validated instruments to gage L2 learners’ self-efficacy.