Document Type
Conference Item
Publication Date
1-1-2017
Abstract
Teacher language competency is recognized as an essential component of effective teaching. Teachers must be fluent in the four language modalities: reading, writing, listening, and speaking. In Malaysia, Arabic language has been offered to learners earlier in their schooling, prompting a demand for more Arabic language teachers who are competent in Arabic language teaching. Thus, this study aims at investigating the level of teacher language competency as well as the validity and reliability of the instrument used in assessing teacher language competency. The current study applied a stratified random sampling because of the geographical reason and involved 252 teachers out of 487 teachers from 57 National Religious Secondary Schools throughout Malaysia. The means and percentages were used to interpret the level of teacher language competency. A Structural Equation Modeling with AMOS (Analysis of Moment Structures) was employed to investigate the validity and reliability of a teacher language competency scale. The descriptive analysis showed that teachers evaluated themselves at the high level. The results of confirmatory factor analysis supported the adequacy of teacher language competency and found that the teachers’ language competency construct is a multidimensional construct with four underlying dimensions.
Keywords
Teacher language competency, Confirmatory factor analysis, National Religious Secondary School, Co-variance based approach
Divisions
AcademyofIslamicStudies
Event Title
International Conference on Language Learning and Teaching 2017
Event Location
Istanbul, Turkey
Event Dates
21-22 October 2017
Event Type
conference
Additional Information
Conference Paper