Developing and validating an Academic Listening Questionnaire

This article reports on the development and administration of the Academic Listening Self-rating Questionnaire (ALSA). The ALSA was developed on the basis of a proposed model of academic listening comprising six related components. The researchers operationalized the model, subjected items to iterative rounds of content analysis, and administered the finalized questionnaire to international ESL (English as a second language) students in Malaysian and Australian universities. Structural equation modeling and rating scale modeling of data provided content-related, substantive, and structural validity evidence for the instrument. The researchers explain the utility of the questionnaire for educational and assessment purposes.