Page 89 - The SpeakTeach method - Esther de Vrind

- producing a plan for improvement (Questions 8 – 11)
- executing the plan for improvement (Questions 12 – 15).
Dutch translation of the FLCAS, the Foreign Language Classroom Anxiety Scale adopted from Horwitz, Horwitz & Cope, 1986.
This questionnaire consisted of 33 items to measure speaking anxiety in class on a 5-point Likert scale (Appendix II.C).
4.4.3 Procedure
As a baseline measurement, all students of the experimental group (n=329) and the control group (n=369) completed the digital questionnaire on their perception of adaptivity of feedback and activities for improvement (Appendix II.A) at the start of the research. In addition, 171 students of the experimental group and 369 of the control group filled in the questionnaire about speaking anxiety (Appendix II.C).
Subsequently, the students of the experimental group were given speaking skills lessons in the foreign language using the self-evaluation procedure over four months while the control group did not use the self-evaluation procedure for training speaking skills in foreign languages. The students of the experimental group did one or several self-evaluation cycles. One cycle of a self-evaluation procedure consisted of performing a speaking activity followed by the student’s self-diagnosis with plan for improvement (Appendix I). On the basis of the self-diagnosis and plan for improvement, the student received adaptive feedback and activities for improvement from their teacher in order to improve their speaking performance. The cycle was completed with an end-diagnosis of the performance of the speaking activity. From 281 students of the experimental group 1,024 self-diagnoses were collected. They included two plans for improvement each (Appendix I). Additionally, the adaptivity of the feedback and activities for improvement provided during the implementation of the plans was evaluated by the students for 339 self-evaluation procedures in total (Appendix I).
After four months, a post-test was carried out. Both the experimental (n=225) and control group (n=329) once more completed the digital questionnaires about adaptivity of feedback and activities for improvement (Appendix II.A) and speaking anxiety (Appendix II.C) (179 from the experimental group and 329 from the control group). In addition, 225 students
87
87
4