The document validates the Computer Assisted Language Learning Attitude Scale (CALLAS) in relation to computer anxiety and accessibility among undergraduate students. It finds a negative correlation between CALLAS and the Computer Anxiety Scale (CAS), as well as a positive correlation with computer accessibility. The study suggests further research to explore the relationship between CALL attitudes and learning outcomes to confirm the scale's criterion-related validity.

1. Validation of the Computer Assisted Language Learning Attitude Scale:
Focusing on Computer Anxiety and Accessibility
KAWAGUCHI, Yusaku (Graduate School, Nagoya University)
y.kawaguchi@nagoya-u.jp
 Computer Assisted Language Learning Attitude Scale
(CALLAS)[1]
 CALLAS has five subscales:
a. Self-perceived computer skills (CS, k = 5)
b. Beliefs about the social significance of computer skills (SS, k
= 5)
c. Beliefs about the effectiveness of CALL (EF, k = 4)
d. Attitudes toward computer-mediated communication (CM,
k = 3)
e. Attitudes toward multimedia (MM, k = 3)
 Computer Anxiety Scale (CAS) [2]
 CAS has three subscales:
a. Anxiety of computer operation (OP, k = 7)
b. Anxiety of approaching computer (AP, k = 7)
c. Anxiety of technology (TC, k = 7)
 Hypothesis
 The CALLAS shows the negative correlation with CAS, and
the positive correlation with computer accessibility. This
evidence supports the criterion-related validity of CALLAS.
Background
[1] Kawaguchi, Y., & Kusanagi, K. (2015). Developing a new scale for computer assisted language learning attitudes: Focusing on university-level EFL learners.
Proceedings of 54th Annual Conference, the Japan Association for Language Education and Technology, 84–85.
[2] Hirata, K. (1990). Konpyu-ta huan no gainen to sokutei [The concept and measurement of computer anxiety] Aichi Kyoiku Daigku Kenkyu Houkoku
[Research Report, Aich University of Education], 39, 203–212.
References
 Participants
 Undergraduate students (N = 59) taking
English classes using CALL
 Procedure
 Questionnaire survey
• CALLAS (k = 20)
• CAS (k = 21)
• Frequency of computer use, learning in
Learning Management System(LMS),
and e-Learning as computer
accessibility
 Analysis
 Multiple variables correlation
analysis (Using Spearman's rank correlation)
Research
 CALLAS – CAS
 The negative correlations were observed
between the following items.
• CS–OP (ρ = -.75), TC (ρ = -.43), AP (ρ = -.39)
• SS–AP (ρ = -.63)
 EF, CM, MM did not show correlations
with CAS.
 CALLAS – Computer Accessibility
 The positive correlations were observed
between the following items.
• CS–Frequency of computer use (ρ = .59)
• EF–Frequency of computer use (ρ = .30)
 Frequency of learning in LMS and e-
Learning did not show correlation with
CALLAS.
Results
 The criterion-related validity was partially supported.
 Some factors of CALLAS were negatively correlated with
CAS.
 Some factors of CALLAS were positively correlated with
computer accessibility.
 Further research should focus on the relationship between
CALL attitudes and learning outcomes.
To confirm the criterion-related validity of the Computer Assisted Language Learning Attitude Scale.
Purpose
0.3
0.31
-0.31
0.32
-0.39
0.4
-0.41
-0.43
0.59
-0.63
0.7
-0.75
CS
SS
EF
CM
MM
APOP
TC
COM_Freq
LMS_Freq
eLNG_Freq
M SD Min Median Max Skew Kurt α
CO 3.92 1.29 1.20 3.80 6.60 0.08 -0.94 .86
SM 6.08 0.72 4.00 6.20 7.00 -0.69 -0.01 .80
EF 4.28 1.27 1.50 4.00 7.00 0.13 -0.63 .94
CM 4.93 1.78 1.33 5.00 7.00 -0.50 -0.91 .95
MM 4.59 1.44 1.00 5.00 7.00 -0.26 -0.26 .80
AP 3.57 0.85 1.29 3.57 5.71 -0.29 0.27 .66
OP 2.96 1.18 1.14 2.71 6.86 1.04 1.12 .87
TC 3.39 0.89 1.57 3.29 5.86 0.38 -0.19 .73
COM
Freq
3.85 2.07 1.00 4.00 7.00 0.18 -1.23
LMS
Freq
0.75 0.73 0.00 1.00 4.00 1.71 5.62
eLNG
Freq
1.51 1.06 0.00 1.00 7.00 2.69 10.42
Conclusion