Abstract:

In this study, a measurement tool was developed to determine students’ lifelong foreign language learning capabilities. The scale validity and reliability analyses are the stage of the creation of the theoretical infrastructure, the creation of the material pool, application, material analysis, structural validity and reliability.The theoretical infrastructure has been used for the literature of lifelong learning in the context of foreign language learning (Candy, 1991 Candy, Crebert and O'Leary, 1994 Knapper, 2006 Knapper, 1988 Knapper and Cropley, 2000 Mackiewicz, 2002). The 43 material pool created was first examined by two Turkish language experts and proposed corrections. Before the implementation of the scale, a focus group interview with 4 students was conducted and the clarity and clarity of the materials were assessed. The research participants consist of 178 students studying in the English language preparation program of a higher education institution. Before the validity analysis of the measurement, the material analysis was carried out and the 13th and 14th subjects with total correlations below .25 were removed from the scale. The remaining 41 elements for the test of the structure validity of the measurement have been analyzed. It was found that the scale factors revealed 70% of the total variance and that the factor burden varied between .866 and .524. The reliability analysis of the measurement is studied by the internal consistency method. The Cronbach Alpha ratio is .77 in the factors. The value of the scale is .91 for the scale. Factors of the scale are defined as lifelong learning, collaborative learning, technology, self-orientation, feedback, real life conditions and culture.

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