Construcción y validación de una escala de autoestima en la clase de lengua extranjera (EACLE)

• rubio alcala, fernando david ; Cano Jiménez, Pablo Antonio ^[1]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 38, 2022, 207 págs.
• Idioma: inglés
• DOI: 10.30827/portalin.vi38.22447
• Títulos paralelos:
  • Construction and validation of self-esteem in the foreign language classroom scale (SEFLS)
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este artículo describe el desarrollo y la estandarización de una medida deautoestima en la clase de lengua extranjera. La confiabilidad y la validez de la Escala deAutoestima en la Clase de Lengua Extranjera (SEFLS; en inglés) fue determinada para unamuestra de 252 hablantes nativos de español que estudian una lengua extranjera. El coeficientede confiabilidad de la prueba fue ω= ,92. El Análisis Factorial Confirmatorio (AFC)arrojó un ajuste aceptable del modelo de estructura tridimensional de 10 ítems. Las tresdimensiones fueron competencia lingüística, desempeño de destrezas y apoyo social percibido.La medida SEFLS podría ser una herramienta útil para evaluar la autoestima de losestudiantes en las clases de idiomas. Se añaden las implicaciones, limitaciones y direccionespara una investigación futura.

  • English

    This paper describes the development and standardization of a measure of self-esteem in the foreign language classroom. The reliability and validity of self-esteem in the foreign language classroom scale (SEFLS) were determined for a sample of 252 Spanish native speakers studying a foreign language. The test reliability coefficient was ω= ,92. Confirmatory factorial analysis (CFA) yielded a 10-item three-dimension structure acceptable model fit. The three dimensions were language competence, skills performance and perceived social support. The SEFLS measure could be a useful tool for assessing students’ self-esteem in the foreign language classroom. Implications, limitations, and directions for future organizational research are discussed.

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