Sense of English Learning Gain: Scale Development and Validation among Junior High School Students from China

This study addressed the lack of a validated scale for assessing students’ Sense of English Learning Gain (SELG), despite the increasing emphasis on English proficiency in China. The scale development process followed a rigorous three-step methodology: conceptualization through thematic analysis ( n = 171), exploratory factor analysis (EFA) for scale development ( n = 387), and confirmatory factor analysis (CFA) for scale validation ( n = 755). Data were collected from junior high school (JHS) EFL learners in China. EFA revealed a 15-item SELG scale structured across three dimensions (past, present, and future SELG), with each factor comprising five items. Furthermore, CFA validated the three-factor model, demonstrating that the overall scale and sub-dimensions exhibited high internal consistency and reliability. This confirms the scales’ appropriateness for evaluating EFL learners’ perceptions of their English learning progress. The SELG scale offers a valuable tool for classroom diagnostics and educational research, enabling educators and researchers to better understand and support students’ self-perceived English learning development. The findings of this study hold significant theoretical value and practical implications for English language education.