摘要：The aim of this study was to develop a measurement tool for determining students’ effective speaking self-efficacy perceptions. The study group of the research was composed of a total of 677 secondary school students (345 boys and 332 girls) receiving education at schools located in central districts of the province of Bursa during the 2016-2017 academic year, plus 10 domain experts. The students were selected by the random sampling method from 5 different secondary schools. At the scale development stage, 52 action items were created, and after the item-total correlation values of these items had been calculated, items with low values were removed from the scale, and exploratory and confirmatory factor analyses were performed by using the remaining 36 item data. After items had been removed according to the results of these analyses, the remaining 19 items were presented in a four-factor structure. The eigenvalues of the 4 factors, which explained 52.76% of the cumulative variance, were determined to be 3.918 for the first (phonetic) factor, 2.354 for the second (preparation) factor, 2.226 for the third(body language) factor and 1.282 for the fourth (mother tongue knowledge) factor, respectively. Regarding internal consistency of the scale as a whole, a Cronbach’s alpha value of ⍺=0.773 was calculated. According to the results of the confirmatory factor analysis (RMSEA=0.052; SRMR=0.053; NNFI= 0.86; CFI =0.89), it was found that the model fit was at an acceptable level for the fit index values and also that the chi-square value (342.696; p<0.05) was significant, indicating that the data had the characteristic of normal distribution. Following the analysis performed for the scale validity, it was determined that there was a significant relationship between the application results (r=0.81; p<0.01). The obtained findings are such as to support the idea that the present effective speaking scale has validity and reliability.
其他关键词：Effective Speaking, Act of Speaking, Scale Development
