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Speaking Anxiety
The experimental group was compared to the control group to establish whether there were differences in speaking anxiety between the two groups and whether there were differences between the pre- and post-tests. Table 4.8 shows the means and standard deviations for speaking anxiety, resulting from the pre- and post-tests. Multilevel analyses revealed that neither the effect of time (F (1, 1037.877) = .000, p = .997), nor the effect of group (F (1, 22.095) =2.231, p = .149), nor the interaction (F (1, 1037.877) = .184, p = .668) were significant. These results indicate that there was no effect of the intervention of the self-evaluation procedure on the students’ speaking anxiety. Overall scores (between 2.58 and 2.75) were slightly lower than neutral on speaking anxiety but the standard deviations suggest quite large differences.
Table 4.8
Speaking anxiety
Pre-test
Group Means SD n
Experimental 2.74 .56 171 Group
Control 2.59 .60 369 Group
Post-test
Means SD n
2.75 .63       179
2.58 .63 329
             Table notes: Means, SD = standard deviations, n= number, for speaking anxiety on pre- and post-tests for the experimental and control group.
4.6 Conclusions and discussion
Guiding students to become autonomous learners in learning to speak foreign languages is an important goal in foreign language education (Holec, 1981; Lee, 1998; Little, Dam & Legenhausen, 2017), but difficult to realize in regular classroom settings in secondary schools (chapter 3). The aim of this study was to investigate whether a self-evaluation procedure could be an adaptive resource for secondary school students to learn to use self-regulation to improve their foreign language speaking skills. We first outlined what is needed to promote
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