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The Academic Listening Self-rating Questionnaire (ALSA) (Aryadoust, Goh, & Lee, 2012)
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Type
Book Chapter
Citation
Aryadoust, V., & Goh, C. C. M. (2018). The Academic Listening Self-rating Questionnaire (ALSA) (Aryadoust, Goh, & Lee, 2012). In D. L. Worthington & G. D. Bodie (Eds.), The sourcebook of listening research: Methodology and measures (pp. 153-160). Wiley. https://doi.org/10.1002/9781119102991.ch7
Abstract
The Academic Listening Self-rating Questionnaire (ALSA) is a 47-item self-appraisal tool that helps language learners evaluate their own academic listening skills (Aryadoust, Goh, & Lee, 2012). The six underlying dimensions of the ALSA consist of (a) linguistic components and prosody, (b) cognitive processing skills, (c) relating input to other materials, (d) notetaking, (e) memory and concentration, and (f) lecture structure. The psychometric quality of ALSA has been studied using the Rating Scale Rasch model, structural equation modeling, and correlation analyses. The ALSA can be used to raise tertiary-level students’ awareness of their academic listening ability and of the elements of academic discourse, such as lectures and seminars, that may affect their academic achievement. Further research is being undertaken to provide validity evidence for two versions of the instrument in Chinese and Turkish, respectively.
Date Issued
2018
ISBN
9781119102991 (online)
Publisher
Wiley