Page 88 - The SpeakTeach method - Esther de Vrind

Chapter 4. Perspective of the students - adaptivity
were categorized under the heading fluency. Pre-planning by giving learners time to think of what to say and how to say it, was an activity categorized under the heading ‘getting the message across’.
- Desired teaching/learning format: individual work, pair work, teacher’s assistance.
Instruments to answer research question B about adaptivity
Digital questionnaire to measure the extent to which students considered feedback and activities for improvement in speaking lessons to be adaptive to their learning needs
In a digital questionnaire (Appendix II.A.) students of the experimental and control group scored the extent to which they considered feedback and activities for improvement to be adaptive on a 7-point Likert-scale. Three items concerned the feedback they received and three items concerned activities for improvement.
Digital questionnaire in an app to measure the extent to which students considered feedback and activities for improvement in a specific cycle of the self-evaluation procedure to be adaptive to their learning needs
A questionnaire (presented in an app after each specific self-evaluation-procedure cycle, see Appendix I, part D, questions 7-10) asked whether during a specific self-evaluation procedure cycle student’s intended plan for improvement had been implemented, and whether feedback and activities for improvement had been sufficient to improve their speaking performance.
Instruments to answer research question C about motivation and speaking anxiety
Digital questionnaire to evaluate each students’ activities making up the self-evaluation procedure
Learners’ motivation for the different students’ activities making up the self-evaluation procedure consists of three components derived from Fishbein and Ajzen (2010), namely: attitude toward the behaviour; perceived behavioural control (beliefs about the factors that may facilitate or impede performance of the behaviour); and intention to do all or part of the self-evaluation in future. The motivation for each of the following students’ activities were scored on a 7-point Likert scale in the experimental group (Appendix II.B):
- recording and re-listening to their own speaking performance (Questions 1-3)
- doing a self-evaluation of their own speaking performance (Questions 4-7)
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