Page 17 - The SpeakTeach method - Esther de Vrind
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how to make the adaptive approach to teaching speaking skills in modern foreign languages practical for teachers so that they can actively use it in their teaching while retaining the essence of the method. We investigated the extent to which teachers were actually able to apply the developed teaching approach in their teaching practice. Based on questionnaires and visual representations of lessons, we examined how 13 teachers put the approach into practice and what considerations they took into account. The practicality of the developed teaching approach was examined using a teaching impact analysis (Janssen, Westbroek & Doyle, 2014a).
Chapter 4
Chapter 4 addresses the research question from the point of view of the students. This chapter poses the question of whether a self-evaluation procedure can be an adaptive resource for students at secondary schools to learn to improve their speaking skills in foreign languages and to self-regulate their learning. In a quasi-experimental study, we investigated to what extent changes occurred in the process of self-regulation in improving secondary school students’ own speaking skills after four iterations of the self-evaluation procedure and to what extent they perceived the self-evaluation procedure as motivating and the received support as adaptive. To this end, 1,024 self-evaluations by 281 students of the experimental group were examined which contained diagnoses of their speaking performances, their plans for improvement and desired working format or requests for teacher’s assistance. In addition, questionnaires were administered to both the experimental and the control group (n=369) on the students’ perception of adaptivity of feedback and improvement activities. Finally, questionnaires were administered to the experimental group to measure the students’ motivation for the different elements of the self-evaluation procedure.
Chapter 5
Chapter 5 elaborates the perspective of individual teachers and focuses on their professional development. This chapter investigates how teachers can be supported in expanding their teaching repertoire in the context of a specific innovation (the developed teaching approach of chapters 3 and 4). An adaptive development trajectory was designed based on two interrelated design principles: modularity and self-evaluation. We investigated whether adaptive learning routes could be realized within this development trajectory in which
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