The validation of an L2 English listening self-efficacy instrument using Rasch analysis

Article appearing in Shiken 24.2 (December 2020) pp. 1-22;

Eric Shepherd Martin
Department of Education, Junior and Senior High School English Education Course, Shitennoji University


This paper details the development and validation of a listening self-efficacy instrument for EFL/ESL learners with beginner- to-intermediate-level English language proficiency. Self-efficacy, or the belief in one's ability to perform a task successfully, is believed to determine how likely individuals will be to cope with difficulties relating to the task domain (e.g., listening, speaking, reading, or writing), and to sustain their effort in spite of obstacles (Bandura, 1997). To date, few instruments have been developed to evaluate English L2 listening self-efficacy. The instrument presented here was distributed among a sample of first- and second-year Japanese university students (N = 121), and, unlike most previously developed questionnaires, was validated through the use of Rasch analysis. The results of the administration of the questionnaire showed that learners' responses differed predictably and considerably, thereby suggesting the utility of the instrument for future use by EFL/ESL practitioners.

Keywords: Rasch analysis, listening, self-efficacy, motivation, university education, assessment

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