ABSTRACT
AIM: The present study aims to assess the validity and reliability of the psychometric properties of the Arabic adaptation of the NEO Five-Factor Inventory (NEO-FFI-3) to be used in research of personality inventory in the Arabic context. METHODS: It is a validation study of an Arabic version (NEO-AR) of the NEO-FFI-3. An online version was used to collect 1306 samples using convenient sampling in two phases. The collected data tested the validity of the inventory by using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), while reliability was verified using Cronbach's alpha after an Arabic version was conjured using forward translation, testing, and back-translation. RESULTS: The principal axis factoring (PAF) and the confirmatory factor analysis (CFA) are the analyses used to validate the factorial structure of the NEO-FFI-3 (NEO-AR). The reproduction of the original structure of NEO-FFI was proven using PAF, and CFA revealed a satisfactory fit of single-factor models for the five dimensions. The reliability analysis showed high values of internal consistency, which are congruent with previous international adaptations of the NEO-FFI-3. CONCLUSION: The findings of the current study suggest that the Arabic version of the NEO-FFI-3 (NEO-AR) is a reliable and robust instrument to measure the five dimensions of personality of the Five-Factor Model facets as the original North America NEO-FFI-3. The results imply that the approach measuring psychological characteristics is successful across different cultures as in previous studies and the Arab World in this study.
ABSTRACT
AIM: The study examines English Foreign Language (EFL) writing anxiety among medical students in terms of the levels, types, and causes of writing anxiety. METHODS: This study is a cross-sectional study consisting of 684 first-year medical students from Jordanian universities. The participants responded to an online survey consists of Second Language Writing Anxiety Inventory (SLWAI) and Causes of Writing Anxiety Inventory (CWAI), 15 of whom were invited for semi-structured interviews. RESULTS: The results reveal that the participants experience a high level of writing anxiety, with cognitive anxiety as its dominant type. As for the main causes of writing anxiety, they are linguistic difficulties, insufficient writing practice, low self-confidence in writing, and fear of writing tests. The findings from qualitative data obtained from semi-structured interviews reinforce the results of quantitative data. CONCLUSION: The study sheds light on the problems of English Foreign Language writing anxiety and raises awareness of language teachers and syllabus designers.