Serbian Version of Foreign Language Classroom Anxiety Scale: Psychometric Analysis

Abstract

The validity and psychometric properties of Serbian translation of the Foreign Language Learning Anxiety Scale (Horwitz,
Horwitz, & Cope, 1986) were investigated. The scale was administered to 296 undergraduate engineering students. The aim was the comparison of several competing models related to factor structure of FLCAS. The following models were tested: (1) four-factor model, (2) bifactor model with four specific factors, (3) three-factor model, (4) bifactor model with three specific factors, (5) two-factor model and (6) bifactor model with two specific factors. Bifactor model seemed to be the best solution according to all fit indices that were used. This is the first study with the focus on Serbian version of FLACS, and the first study in general with sophisticated statistical procedures (e.g. IRT, testing of bifactor models) that were used in order to address conceptual problems regarding the FLCA. The results of this study provide information regarding factor structure of the scale and functioning of every single item from the IRT perspective and open some new questions for further investigation.