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ORIGINAL RESEARCH article

Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1480823

Development of the Grammar Learning Awareness Scale

Provisionally accepted
Fazilet TAŞDEMİR Fazilet TAŞDEMİR 1Elif ATALAY Elif ATALAY 2ESRA EKİNCİ ÇELİKPAZU ESRA EKİNCİ ÇELİKPAZU 1*
  • 1 Recep Tayyip Erdoğan University, Rize, Türkiye
  • 2 Atatürk University, Erzurum, Erzurum, Türkiye

The final, formatted version of the article will be published soon.

    It is thought that determining students' awareness of why they learn grammar in the first language will contribute to the organization, development and/or improvement of the grammar teaching process. This study was conducted in order to develop a measurement tool to determine the awareness of why students learn grammar in their mother tongue. The sample of the research consists of 900 participants who continue their education at different grade levels in 6 high schools in a province in Turkey. As a result of the analysis, it was confirmed that the sub-factors of the scale were the components of the structure called grammar learning awareness and that they formed the determined structure together. The model-data fit indexes of the scale were found to be higher than the values accepted by the literature. Cronbach's Alpha internal consistency coefficient scale's sub-dimensions were .76 for "The Contribution of Grammar to Individual Development", .76 for "The Contribution of Grammar to Language Skills", .76 for "The Contribution of Grammar to Cognitive Functions" and .78 for "The Contribution of Grammar to Communication Skills". The internal consistency coefficient for the entire scale was determined as.83. The obtained values provided evidence showing that the Grammar Learning Awareness Scale is a valid and reliable measurement tool.

    Keywords: grammar, grammar learning, Awareness, scale development, Measurement

    Received: 14 Aug 2024; Accepted: 10 Dec 2024.

    Copyright: © 2024 TAŞDEMİR, ATALAY and EKİNCİ ÇELİKPAZU. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: ESRA EKİNCİ ÇELİKPAZU, Recep Tayyip Erdoğan University, Rize, Türkiye

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