Corpus Literacy Scale

Abstract

The Corpus Literacy Scale (Ma et al., 2023) is an inventory/questionnaire designed to assess teachers’ perceived corpus literacy (CL) and their intention to integrate corpora into classroom teaching. This measure is grounded in a five-component theoretical framework derived from the works of Mukherjee (2006) and Callies (2016). It specifically evaluates perceived corpus literacy and its subskills, which include understanding, search, analysis, and the advantages and limitations associated with corpora. The initial development of the scale led to 16 items across these five components. To validate the scale, a sample of teachers and student teachers underwent corpus training to enhance their CL. Following the training, they completed the survey, which consisted of Likert-scale items and open-ended questions, to measure their CL and their intention to use corpora in teaching. Confirmatory factor analysis confirmed that a hierarchical factor structure with the five aforementioned subfactors provided the best fit for the data. The study also reported on the reliability and validity of the scale.

Keywords

Corpus Literacy; Teacher Intention; Structural Validity; Intention to Integrate Corpora into Classroom Teaching; Understanding of Corpora; Corpora Search Skills; Analysis of Corpus Data; Advantages of Corpora; Limitations of Corpora.

Authors

Ma, Qing; Chiu, Ming Ming; Lin, Shanru; Mendoza, Norman B.

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Purpose

This measure is developed to assess teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching.

Validity

Structural Validity: The results of the factor analysis provide support for the structural validity of the measure.
Test Validity: The study utilized Structural Equation Modeling (SEM) to assess whether Corpus Literacy (CL) could predict the Intention to Integrate Corpora into Classroom Teaching (ITICT). The SEM model demonstrated a good fit with the data, with the following indices: χ²(19, N = 181) = 39.89, p < 0.05; CFI = 0.985, TLI = 0.977; RMSEA = 0.078 (90% CI = 0.00–0.04); SRMR = 0.023. The effect of CL as a predictor of ITICT in the SEM model was found to be positive and statistically significant (B = 0.41, p < 0.001). The complete model explained 95.71% of the variance in ITICT, indicating a strong predictive power from all entered observed and latent variables of CL. Specifically, the latent variable CL alone significantly predicted 92% of the variance in ITICT.

Reliability

Internal consistency: The internal consistency of each subscale, as measured by Cronbach’s alpha, ranged from 0.775 to 0.954, indicating good to excellent reliability.

Factor Analysis

Confirmatory factor analysis: Confirmatory Factor Analysis (CFA) was conducted and revealed that a hierarchical 5-factor structure provided the best fit to the data. The fit indices for this model were: CFI = 0.956, TLI = 0.943, and RMSEA = 0.086, with a 90% confidence interval of 0.072–0.100 and an SRMR of 0.03.

Instrument

Test Type: Original Inventory/Questionnaire.
Format: Participants respond to all items on a 6-point Likert scale, ranging from “strongly disagree” to “strongly agree.”
Language Available: English, Chinese.
Population Group: Human (Male; Female).
Age Group: Adulthood (18 years & older).
Population Details: The study participants were teachers and student teachers located in Hong Kong.
Test Methodology: Test Validity; Test Reliability; Internal Consistency; Factor Analysis; Confirmatory Factor Analysis; Structural Equation Modeling.

Keywords

Corpus Literacy; Teacher Intention; Structural Validity; Intention to Integrate Corpora into Classroom Teaching; Understanding of Corpora; Corpora Search Skills; Analysis of Corpus Data; Advantages of Corpora; Limitations of Corpora; Educational Measures; Factorial Validity; Literacy; Teacher Attitudes; Teacher Characteristics; Teaching Methods; Behavioral Intention.

Authors Including

Author ORCID Identifiers:

• Ma, Qing: http://orcid.org/0000-0003-3125-3513

• Chiu, Ming Ming: http://orcid.org/0000-0002-5721-1971

• Mendoza, Norman B.: http://orcid.org/0000-0003-0344-0709
  Affiliation:

• Ma, Qing: Education University of Hong Kong, Department of Linguistics and Modern Language Studies

• Chiu, Ming Ming: Education University of Hong Kong, Department of Special Education and Counselling

• Lin, Shanru: Education University of Hong Kong, Department of Linguistics and Modern Language Studies

• Mendoza, Norman B.: Education University of Hong Kong, Department of Curriculum and Instruction
  Email addresses:

• Ma, Qing: [email protected]

• Chiu, Ming Ming: [email protected]

• Lin, Shanru: [email protected]

• Mendoza, Norman B.: [email protected]
  Correspondence Address:

• Ma, Qing: [email protected]

Permissions & Fee and Test Year

Permissions: No data is Available
Commercial: No
Fee: No
Test Year: 2023

References

Ma, Q., Chiu, M. M., Lin, S., & Mendoza, N. B. (2023). Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study. ReCALL: Journal of Eurocall, 35(1), 19–39. https://doi.org/10.1017/S0958344022000180

Items of the Corpus Literacy Scale

This measure includes 16 items, structured across five factors/subscales:

• Understanding (U)

• Search (S)

• Analysis (A)

• Advantages (Ad)

• Limitations (L)
  The specific test items are not available in the provided text.