ESL Teachers as Practitioners’ Consensus of an ESL Global Competence Framework Indicators: Rasch Measurement Model Analysis

Abstract

As globalization increasingly influences educational priorities, the ability to define and measure teachers' global competence is paramount. This study aims to identify the perceived indicators of an ESL Global Competence Framework (ESLGCF) for English as a Second Language (ESL) practitioners, employing the Rasch Measurement Model (RMM) for data analysis. The data were gathered from 392 ESL practitioners across various public school settings in Malaysia to identify which factors encapsulate global competence relevant to their teaching practices. A survey questionnaire with indicators for the constructs representing three domains respectively for the framework was developed and employed to gather data aligning with the objectives of the study. The data was analyzed using the Rasch Measurement Model (RMM) which allows for a nuanced examination of item performance and constructs through item response theory, providing insights into the validity and reliability of the framework. The findings indicate a consensus among ESL teachers on several critical indicators of global competence, including cultural awareness, pedagogical adaptability, and communicative effectiveness across cultures. The development of a robust GCF within the context of ESL teaching not only addresses the educational needs of diverse learner populations but also contributes to the professionalization of ESL teaching globally.