Development and Validation of Human-Computer Collaborative Classroom Second Language Learning Engagement Scale.

Area of Science:

• Educational Psychology
• Second Language Acquisition
• Human-Computer Interaction

Background:

• Engagement is key in second language learning, especially in evolving human-computer collaborative classrooms.
• Existing measures may not fully capture the nuances of engagement in blended learning environments.

Purpose of the Study:

• To develop and validate a psychometric scale measuring student engagement in human-computer collaborative second language learning.
• To provide educators and researchers with a reliable tool for assessing engagement in technology-enhanced language classrooms.

Main Methods:

• Sequential mixed-methods design involving literature review, interviews, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA).
• Data collected from 710 junior high school students studying Mongolian as a second language.
• Structural equation modeling (SEM) used to validate the final five-factor scale.

Main Results:

• A reliable five-factor scale was developed, encompassing higher-order thinking, student-teacher interaction, human-computer interaction, active collaborative learning, and learning enthusiasm.
• The scale demonstrated strong internal consistency (Cronbach's α = 0.959) and satisfactory model fit indices (CFI = 0.981, TLI = 0.977, RMSEA = 0.041).
• The final model showed robust construct validity, confirming its efficacy as a psychometric tool.

Conclusions:

• The developed scale is a reliable and valid instrument for evaluating student engagement in human-computer collaborative second language learning.
• Findings offer valuable insights for optimizing pedagogical strategies in technology-integrated language education.
• The scale can inform future research on engagement dynamics in blended learning settings.