Development and Validation of Human-Computer Collaborative Classroom Second Language Learning Engagement Scale.

This study developed and validated the Human-Computer Collaborative Classroom Second Language Learning Engagement Scale among 710 junior high school students studying in Mongolian. Initially, the scale's conceptual framework was developed through a review of pertinent literature and interview, drawing on self-determination theory and socio-constructivist perspectives to define engagement in human-computer collaborative second language learning contexts. The study adopted a sequential mixed-methods design: in Phase 1, item analysis and exploratory factor analysis (EFA) were conducted using data from 437 students, resulting in a preliminary five-factor structure; in Phase 2, confirmatory factor analysis (CFA) was performed using data from the remaining 273 students to validate the factor structure. The final scale comprises five core dimensions: (1) higher-order thinking, (2) student-teacher interaction, (3) human-computer interaction, (4) active collaborative learning, and (5) learning enthusiasm. Structural equation modeling confirmed a robust five-factor model, with all fit indices indicating satisfactory model fit (e.g., CFI = 0.981, TLI = 0.977, RMSEA = 0.041). The scale demonstrates strong internal consistency (Cronbach's α = 0.959) and construct validity. These findings highlight the reliability and efficacy of this psychometric tool for evaluating students' engagement in second language learning within human-computer collaborative classroom environments, offering valuable insights for educators and researchers.