Page 67 - The SpeakTeach method - Esther de Vrind

teaching. However, time of measurement did have an effect on their opinions on this (F (1, 28) = 4.65, p = .040, ηp2 = .142). The interaction was not found to be significant (F (1, 28) = .400, p = .532). For both groups, the probability of being able to successfully carry out the regular teaching was rated significantly lower at the final measurement (average = 4.70, SD 1.26) than at the initial baseline measurement (average = 5.10, SD .96). There was no significant decrease for the SpeakTeach method (F (4, 48) = 1.02, p = .407).
Results on advantages and disadvantages of regular teaching and teaching with the SpeakTeach method
The researchers looked at whether the most important advantages, disadvantages and difficulties that the teachers reported concerned the lesson materials and learning goals, whether they were adaptive or practical in nature and whether there were differences in this regard between regular teaching and teaching using SpeakTeach.
Advantages of regular teaching given by teachers mainly concerned subject matter being taught and the learning goals to be achieved (21 of the 33 advantages reported). The teachers were positive, for example, about students learning to use the language actively.
The disadvantages and difficulties associated with regular teaching that the teachers mentioned were mainly adaptive and practical in nature (10 and 13 of the 29 disadvantages reported respectively). Teachers stated, for example, that they would like to give more feedback, that it was difficult to tailor feedback to individual students, and difficult to gain insight into students’ learning processes and progress. The main practical disadvantages mentioned were not enough time to practise speaking skills, difficulty organising feedback, class sizes, lack of resources, and clashes with other aims such as keeping order in class and keeping everyone actively working.
In contrast with their reports on regular teaching, many advantages from an adaptive perspective were mentioned for SpeakTeach (26/35). An advantage particularly mentioned was the insight that they gained into their students’ learning, and also the insight, autonomy and involvement of the students in their own learning process. Being able to give adapted and targeted feedback was also mentioned as an advantage.
Disadvantages and difficulties associated with the SpeakTeach method of teaching were of a practical nature (14/20) and concerned the technology: properly functioning Wi-Fi and mobile phones are needed for the recordings and self-evaluations. Three teachers also
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