Developing and Validating an Attentional Literacy Model for Language Learners: A Fuzzy Delphi Study

Document Type : Original Article

Authors

1 Department of English, SR.C., Islamic Azad University, Tehran, Iran

2 Department of English Language Teaching, WT.C., Islamic Azad University, Tehran, Iran

3 Department of Distance Education, Athabasca University, Canada

10.22077/ali.2025.9119.1116

Abstract

In a world with multifarious sources of disarray, learners must be equipped with many literacies to handle their learning challenges. As a macroliteracy, attentional literacy refers to the learners’ awareness of maintaining their attention on the information from the self, others, and the environment without being judgmental toward differing viewpoints and contexts. Assuming attention as not purely cognitive but social, cultural, affective, and technological, the researchers could not find any theoretical model underpinning different dimensions of attentional literacy in the literature. This study aims to develop a conceptual model of attentional literacy for English language learners. Using a Fuzzy Delphi Method, we surveyed the related literature to identify the factors of attentional literacy. We proposed an initial model with six factors and a list of measures which, after preliminary proofreading and piloting, was administered to a group of 20 experts in two rounds. The results of Fuzzy Delphi led to the conceptualization of a new attentional literacy model comprising two dimensions (internal and external), five factors (cognitive, socio-emotional, environmental, technological, and pedagogical), and 40 measures. The findings cast light on the theoretical foundations of attentional literacy and elucidate the dimensions, factors, and measures for language learners. Pedagogical contributions are discussed for researchers in language education.

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History

  • Receive Date: 16 November 2024
  • Revise Date: 23 December 2024
  • Accept Date: 24 February 2025

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