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Development and Validation of an Instrument to Evaluate Technology-Enhanced Learning and Teaching Sustainability in Teaching Spelling

Author

Listed:
  • Emily Lau Yen Yen

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia)

  • Harwati Hashim

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia)

  • Melor Md Yunus

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia)

Abstract

(1) Background: The current advancement in technology-enhanced learning and teaching sustainability has extended its progression in teaching spelling. Teaching spelling is paramount as is the impetus for English language mastery. However, a burgeoning paucity in technology-enhanced learning and the teaching of spelling has led to the purpose of this study, which is to undertake a pioneering preliminary study in the development and validation of an instrument (initially with 43 developed items under six constructs) based on the unified theory of acceptance and use of technology (UTAUT) model to evaluate its sustainability. (2) Methods: There are two stages of content-validity determination: Stage 1: the instrument development stage, and Stage 2: the instrument validation stage. (3) Results: The first research question demonstrated 40 agreed items (I-CVI = 1) and three items with contradicting agreements (FC7 = 0.40; BI7 = 0.40; UB6 = 0.60) from five experts, which validated the instrument of this study. The second research question revealed the remaining 40 items (S-CVI(Average) = 1) and (S-CVI(Universal Agreement) = 1). (4) Conclusions: The final 40-item instrument is content-valid and could contribute to the evaluation of technology-enhanced learning and teaching sustainability in teaching spelling in a separate study, ultimately forwarding English language mastery.

Suggested Citation

  • Emily Lau Yen Yen & Harwati Hashim & Melor Md Yunus, 2023. "Development and Validation of an Instrument to Evaluate Technology-Enhanced Learning and Teaching Sustainability in Teaching Spelling," Sustainability, MDPI, vol. 15(5), pages 1-19, February.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:5:p:4256-:d:1082144
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    References listed on IDEAS

    as
    1. Emily Lau Yen Yen & Maslawati Mohamad, 2021. "Spelling Mastery via Google Classroom among Year 4 Elementary School ESL Students during the COVID-19 Pandemic," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 8(2), pages 206-215.
    2. Bandar Al-Sobhi & Sabariah Md Rashid & Ain Nadzimah Abdullah, 2018. "Arab ESL Secondary School Students’ Attitude Toward English Spelling and Writing," SAGE Open, , vol. 8(1), pages 21582440187, March.
    3. Karmila Rafiqah M. Rafiq & Harwati Hashim & Melor Md Yunus, 2021. "Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)," Sustainability, MDPI, vol. 13(17), pages 1-18, August.
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