Beliefs and practices of multiliteracies in English language teacher education: Psychometric properties using Rasch analysis

• We developed the Beliefs and Practices of Multiliteracies Questionnaire (BPMQ). • The BPMQ was designed for English language teacher education context. • Rasch analysis was conducted to evaluate the psychometric properties of the scale. • The questionnaire demonstrated high Cronbach’s alpha values of 0.95 and 0.94. • The BPMQ provided evidence of valid score interpretations and reliable measurement. The integration of multiliteracies into English language teacher education is becoming increasingly essential to meet the demands of 21st-century learning. However, limited research focused on developing instruments and gathering evidence to support the validity of their intended score interpretations and uses for assessing teachers’ beliefs and practices regarding multiliteracies. This study addresses this gap by developing a framework, designing the Beliefs and Practices of Multiliteracies Questionnaire (BPMQ), and gathering evidence to support the validity of its intended score interpretations and the reliability/precision of its score through the Rasch measurement model for English language teacher education. A total of 393 EFL pre-service teachers participated in the study. The instrument development process included a comprehensive literature review to develop the framework and generate questionnaire items, expert reviews for content-oriented evidence of validation, and pilot testing to refine the instrument. Rasch analysis was conducted to evaluate the psychometric properties, encompassing unidimensionality, item–person alignment, and reliability. The findings provided evidence supporting the validity of the intended interpretations and uses of BPMQ scores, along with evidence of reliability/precision for assessing multiliteracies-related beliefs and practices. This research makes a meaningful contribution by providing a robust instrument to explore how pre-service teachers perceive and implement multiliteracies in their teaching and learning practices. The findings have significant implications for curriculum developers, policymakers, and teacher training institutions, highlighting the need to integrate multiliteracies into teacher education programs to better prepare educators for the complexities of modern classrooms.