THE DEVELOPMENT AND VALIDATION OF SCALE FOR THE THREE LEVELS OF INTERCULTURAL AWARENESS
Background: The enhancement of global cooperation led to a significant focus on intercultural awareness within the field of English teaching in China. However, there is a lack of research on the evaluation of the three levels of intercultural awareness according to Baker's (2012) theory. Method: This study has undertaken a literature assessment concerning scales of intercultural awareness in order to provide a framework for constructing a scale including three levels of intercultural awareness. The construction of the intercultural awareness scale was first based on a thorough examination of existing material. Subsequently, adjustments have been made to the questionnaire based on the validation conducted by the expert group. Following the adjustment, a total of 274 students from a higher vocational college in Henan province, China, have completed the scale. The final draft of the scale has been amended based on the findings obtained from the SPSS analysis. Results: According to the findings of the SPSS analysis, the scale measuring the three levels of intercultural awareness demonstrates both validity and reliability. Additionally, the findings of the component analysis suggest that the three levels of intercultural awareness in the scale presented are reasonable. Furthermore, the evaluation findings of the structural model indicate that the three-level intercultural awareness model is deemed adequate. Conclusion: The present study aims to develop an intercultural awareness scale for students learning English as a foreign language (EFL), drawing upon the theoretical framework proposed by Will Baker. This research instrument will serve as a valuable tool for assessing students' intercultural awareness levels, thereby enhancing the effectiveness of English language education.
Intercultural Awareness, Scale Development, EFL