Exploratory Factor Analysis and Principal Components Analysis

Loewen, Shawn; Gönülal, Talip

doi:10.4324/9781315870908-9

Cited by 96 publications

(90 citation statements)

References 1 publication

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“…Therefore, an exploratory factor analysis was first conducted with Oblimin rotation to identify any patterns underlying the multiple oral production measures. Following Loewen and Gonulal's () field‐specific recommendations, two steps were followed to determine the number of groupings, including the utmost variance in the participants’ oral abilities. Given that the cumulative percentage of explained variance reported in L2 research is typically 60–65% and considered relatively low, the threshold for the current analyses was set at 80%.…”

Section: Resultsmentioning

confidence: 99%

Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms

Saito

2017

Language Learning

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This study examines the relationship between different types of language learning aptitude (measured via the LLAMA test) and adult second language (L2) learners’ attainment in speech production in English‐as‐a‐foreign‐language (EFL) classrooms. Picture descriptions elicited from 50 Japanese EFL learners from varied proficiency levels were analyzed through a range of pronunciation, fluency, vocabulary, and grammar measures. Results indicated that the learners’ aptitude test scores in phonemic coding, rote and associative memory, and language analytic ability were moderately associated with the phonological/morphological accuracy, fluency, and lexicogrammar complexity of production, which are linguistic aspects thought to be instrumental in the acquisition of advanced L2 oral ability. In contrast, aptitude–proficiency links were not found with respect to relatively implicit and incidental learning aptitude (sound recognition) and foundational aspects of proficiency (appropriate use of frequent words). Open Practices This article has been awarded an Open Materials badge. All materials are publicly accessible in the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Section: Resultsmentioning

confidence: 99%

Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms

Saito

2017

Language Learning

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“…However, after careful analysis of the factor loading matrix, several complex variables were detected. Based on the suggestions of Pett, Lackey and Sullivan (2003), and Loewen and Gonulal (2015), the items loading on more than one factor were deleted for a further exploratory analysis because these items were obviously not measuring the intended construct and making the factor labeling process difficult. The second EFA resulted in a four-factor solution, with eigenvalues greater than 1.0.…”

Section: Quantitative Resultsmentioning

confidence: 99%

“…The questionnaire data underwent a factor analysis to explore the underlying relationships in the participants' questionnaire responses (Field 2013;Loewen & Gonulal 2015). An exploratory factor analysis 1 (EFA) was chosen because there were no particular expectations regarding the number and nature of underlying factors that exist in the data.…”

Section: Quantitative Analysismentioning

confidence: 99%

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Investigating the potential of humour in EFL classrooms: An attitudinal study

Gönülal

2018

EJHR

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Studies on humour have indicated that humour has a lot to offer to both language teachers and learners. Creating a positive classroom environment and lowering affective barriers to language learning are among the several effects of humour. However, the appreciation of humour can be culture-specific and context-dependent. For example, greater values may lie in the employment of humour in English as a foreign language (EFL) settings such as Turkey where the communicative-oriented teaching methods are still in their infancy stage. The current study, therefore, examined the potentials of humour from Turkish EFL learners’ perspective to elicit their opinions regarding the importance and potent roles of humour in EFL classrooms. In this attitudinal study, a mixed-methods design was used. A comprehensive humour perception questionnaire and semi-structured interviews were employed. Two hundred and fifty college EFL students completed the humour survey and eight of them participated in the follow-up interviews. The results indicated that Turkish college-level EFL students have largely positive attitudes towards using humour in English classrooms. Additionally, students considered humour as an effective pedagogical tool that can increase their attentiveness, attention span, confidence in English classrooms, and teacher-student solidarity, as well.

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“…Exploratory factor analysis (EFA) specifies the relationships among variables without referring to previously established structures or theories (Loewen & Gonulal, 2015). With the help of IBM Statistics SPSS version 25, all the measurement scales in this research model were subjected to principal component analysis with direct oblique rotation for the purpose of computing the correlation matrix together with KMO and Bartlett's test for the scales under investigation.…”

Section: Exploratory Factor Analysismentioning

confidence: 99%

The Determinants of Use and Acceptance of Mobile Assisted Language Learning: The Case of EFL Students in Morocco

Morchid

2019

SSRN Journal

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The intent of this paper is to research the factors that determine students' acceptance of mobile assisted language learning (MALL) in Morocco. This study emphasizes the inclusive character of the Unified Theory of Acceptance and Use of Technology (UTAUT). After careful assessment of the multiple relationships within UTAUT, a modified version of the theory was hypothesized then researched for the impact it has on the English as Foreign Language (EFL) context in Morocco. The technology acceptance model in this paper emphasized four directions connecting performance expectancy, effort expectancy, teacher feedback and compatibility to behavioral intention, also referred to as the determinants of behavioral intention to use MALL. For the purpose of this study, a technology enhanced environment was created. A total number of 156 EFL common core students were brought to interact on a WhatsApp-based platform by means of textmessaging. The WhatsApp treatment was optimized to synchronize with the institutionalized character of the teaching of English in Moroccan public schools. The questionnaire method was used for data collection. The data were screened for missingness, normality and outliers. Then, multiple reliability and validity tests were performed to substantiate the legitimacy of the dataset. Structural equation modelling (SEM) was used in the assessment of the measurement model and the structural model. The outputs of structural modelling corroborated the hypothesized directions connecting teacher feedback and compatibility to behavioral intention to use MALL while there was lack of support for the relationships linking performance expectancy and effort expectancy to behavioral intention to use MALL.

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Exploratory Factor Analysis and Principal Components Analysis

Cited by 96 publications

References 1 publication

Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms

Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms

Investigating the potential of humour in EFL classrooms: An attitudinal study

The Determinants of Use and Acceptance of Mobile Assisted Language Learning: The Case of EFL Students in Morocco

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