EXPLORING THE FACTOR STRUCTURE OF A MULTIDOMAIN READING QUESTIONNAIRE AMONG INDONESIAN UNIVERSITY STUDENTS LEARNING FRENCH AS A FOREIGN LANGUAGE
DOI:
https://doi.org/10.18623/rvd.v23.7971Keywords:
CEFR-Referenced Reading Self-Assessment, Exploratory Factor Analysis, French as a Foreign Language, Reading Self-Efficacy, Reading StrategiesAbstract
Reading in a foreign language involves multiple cognitive, metacognitive, and affective processes; however, the internal structure of multidimensional reading instruments remains insufficiently examined, particularly among Indonesian learners of French as a foreign language. This study explored the within-domain factor structure of a foreign-language reading questionnaire measuring schema activation, cognitive strategies, metacognitive strategies, reading self-efficacy, and CEFR-referenced reading self-assessment. Using a cross-sectional survey design, data were collected from 157 students across four Indonesian universities. Exploratory factor analysis was conducted using maximum likelihood extraction, Varimax rotation, and parallel analysis. Of the initial 146 items, 94 were retained. Schema activation, metacognitive strategies, and reading self-efficacy each yielded two factors; cognitive strategies yielded three factors; whereas CEFR-referenced reading self-assessment yielded one factor. The resulting factors demonstrated adequate to very high internal consistency (Cronbach’s α = .744–.978; McDonald’s ω = .752–.978). These findings provide preliminary evidence that theoretically defined reading domains may contain distinct internal structures, while CEFR-referenced reading self-assessment represents a more integrated dimension. The study supports further refinement and independent validation of multidimensional foreign language reading assessment instruments.
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