Abstract
This study aimed to develop Turkish Teacher Candidates’ Self-Efficacies to Use Listening Strategies Scale. Therefore, the study was designed in sequential explanatory design, and sequential timing has been followed. First, the interview study was conducted with 40 participants, and the qualitative data were analyzed through content analysis. Subsequently, an item pool was designed via the findings obtained from the qualitative findings and literature review. Afterward, the draft form was applied to Turkish teacher candidates and 345 valid forms were obtained. As a result of the exploratory factor analysis conducted for the data obtained, we determined that the items were collected in four factors in total. The Cronbach’s alpha coefficient was calculated as .927 for the scale. Confirmatory factor analysis was performed in the last stage, and finally, we found that all factors are statistically significant and the obtained model has a good fit. In addition, we determined that the qualitative findings have chronological categorization and the quantitative findings have thematical categorization. This means that thematic categorization to the listening strategies can be more appropriate for listening skills. Consequently, the scale can be used in determining the self-efficacy perceptions of Turkish teacher candidates to use listening strategies. Furthermore, the scale can contribute to similar studies in the literature.
Highlights
Listening is a process in which a listener is a passive character and an active character with cognitive, affective, and psychomotor skills (Anderson & Lynch, 2008; Karadüz, 2010)
Following the interview form, the findings were categorized into three main themes as pre-listening listening strategies, listening strategies used during listening, and listening strategies used after listening
In the last stage of the qualitative research part, prospective Turkish teacher candidate’s selfefficacy to use listening strategies modeled based on qualitative findings which were created by open coding
Summary
Listening is a process in which a listener is a passive character and an active character with cognitive, affective, and psychomotor skills (Anderson & Lynch, 2008; Karadüz, 2010). Listening strategies are reported in different classifications, but when the classifications are compared, we can see that the chronological based on the process is the most used classification type as pre-listening, listening, and post-listening strategies in Turkish Education (Yazıcı & Özden, 2017; Kurudayıoğlu & Kiraz, 2020). Inside of these processes, Turkish teacher candidates use cognitive, socio-effective, and body language strategies (Karadüz, 2010). Classifications combined with chronological-based and cognitive-based strategies suggested in this period (Bacon, 1992)
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