Page 100 - The SpeakTeach method - Esther de Vrind

Chapter 4. Perspective of the students - adaptivity
4.5.3 Results for research question C
To what extent did students experience the self-evaluation procedure as motivating and did their speaking anxiety change during the course of iterations of the self-evaluation procedure?
Learners’ motivation for the different students’ main activities of the self-evaluation procedure
Table 4.7 shows the differences in students’ motivation for the different main activities of the self-evaluation procedure: 1) recording of and re-listening to their speaking performances; 2) doing a self-evaluation of their speaking performances; 3) producing a plan for improvement; 4) executing the plan for improvement. Mixed repeated measures analyses revealed that there were differences between these components (F (3, 225.0) = 19.96, p < .001). Follow-up pairwise comparisons revealed that the differences between all four parts of the self- evaluation procedure were significant (p’s <=.027). As can be seen from Table 4.7, these results indicate that producing a plan for improvement and especially executing a plan for improvement were the most appreciated components of the self-evaluation procedure.
Table 4.7
Learners’ motivation for the different components of the self-evaluation procedure
Mean 1) Recording and re- 3.28
listening to their own
speaking performance
2) Doing a self- 3.60
evaluation of the own
speaking performance
3) Producing a plan for 3.77
improvement
4) Executing the plan 3.96
for improvement
Notes: Means, standard deviations, and n = number, for students’ motivation for the different parts of the self-evaluation procedure
Standard Deviation N
.17 225
.16 225
.16 225 .15 225
98
97