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Assessment for Effective Intervention
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Article

Psychometric Properties of the Foreign Language Attitudes and Perceptions Survey for College Students

Sherry Mee Bell1*, R. Steve McCallum1, Emily R. Kirk1, Katherine Sager Brown1, Emily J. Fuller1, and Katrinda W. Scott2

1 University of Tennessee
2 Lexington County Schools District 1, Lexington, South Carolina

* To whom correspondence should be addressed. E-mail: sbell1{at}utk.edu.


  Abstract
The psychometric integrity of the Foreign Language Attitudes and Perceptions Survey for college students was investigated. Two hundred and seventy-eight college students were administered a modified version of the survey (FLAPS-C). Internal consistency reliabilities, as determined by Cronbach’s alpha, were .74, attitudes; .80, perceptions; and .86, combined. Test-retest reliability was equally robust (r = .83). Factor analytic data suggest a one-factor solution rather than two separate factors (i.e., attitudes and perceptions). Results provide preliminary support for the use of FLAPS-C as a measure of college students’ attitudes and perceptions toward learning a foreign language. The FLAPS-C’s potential utility for secondary and postsecondary special educators of at-risk students including those with learning disabilities is discussed.

First published on November 18, 2008, doi:10.1177/1534508408326206

Assessment for Effective Intervention 2009;35:54.

A more recent version of this article appeared on December 1, 2009

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