Adaptation, validation, and reliability of the online learning readiness scale for undergraduate EFL students in Peru

The need to assess students' readiness for virtual environments has been highlighted by the rapid digital transformation of higher education. Therefore, this study aimed to translate, culturally adapt, and validate the Spanish version of the Online Learning Readiness Scale (OLRS) to assess undergraduate English as a Foreign Language (EFL) students' readiness for online learning. The TRAPD method was used to translate and culturally adapt the scale without significantly altering it, thereby ensuring semantic, conceptual, and cultural equivalence through forward translation and expert review. A total of 1,159 undergraduate English as a Foreign Language (EFL) students enrolled at Peruvian Union University participated in the study. Confirmatory factor analysis supported a five-dimensional model (CIS: Computer/Internet self-efficacy; SDL: Self-directed learning; LC: Learner control; MFL: Motivation for learning; OCS: Online communication self-efficacy) with 18 adequate items and confirmed factorial invariance across gender, demonstrating that the scale is structurally equivalent for male and female students. The results of exploratory factor analysis also supported the Spanish version of the OLRS, showing acceptable understandability, internal consistency, and reliability across all dimensions for measuring undergraduate English as a Foreign Language (EFL) students' readiness for online learning. Therefore, this research presents a new scale for the Spanish-speaking population in South America that evaluates readiness for online learning in English courses.