Page 90 - The SpeakTeach method - Esther de Vrind

Chapter 4. Perspective of the students - adaptivity
from the experimental group filled in a questionnaire about learners’ motivation for the
different parts of the self-evaluation procedure (Appendix II.B).
Dropouts
In the experimental group, the questionnaire about speaking anxiety was administered separately from the questionnaire about adaptivity, in order not to tax the students too much. As a consequence, not everyone from the experimental group filled in both parts of the questionnaires in the post-measurement (46 students of the experimental group did not fill in the second part of the questionnaire). This unfortunately led to more data loss than in the control group who had one questionnaire in the post-measurement containing both parts.
4.4.4 Analysis
Research question A
To answer research question A - To what extent did the students’ perception of their learning needs change during the self-evaluation procedure? - we examined
1. to what extent were there shifts in students’ observation of different aspects in their diagnoses of their speaking performances and in their plans in consecutive cycles of the self-evaluation procedure;
2. to what extent did they go through the self-regulation cycle more independently after several self-evaluations.
and performed the following analyses:
Understanding/noticing in students’ self-evaluations
To answer the question to what extent were there shifts in students’ observation of different aspects in their diagnoses of their speaking performances and in their plans in consecutive cycles of the self-evaluation procedure (research question A.1), we chose to compare the first cycle with the fourth cycle, because we assumed that learners have to do several cycles to make progress in learning how to monitor their own learning process. Moreover, the learners differed in the number of cycles they did (from 1 (n=281) to 9 cycles (n=1)). In the fourth cycle half of the initial number of learners’ data were still complete (n=142). The variety of cycles was caused by choices made by the teacher about the pace of doing speaking activities with
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