Page 94 - The SpeakTeach method - Esther de Vrind

Chapter 4. Perspective of the students - adaptivity
items in the questionnaire that was used to measure the same construct, namely: speaking anxiety in the classroom (Cronbach’s alpha = ,911).
Again, linear multilevel analyses were applied, with teacher added as random intercept in order to investigate whether there were differences in the degree of speaking anxiety between the experimental and the control group (factor between subjects) and whether there were differences between the pre- and post-test (factor between subjects). As already mentioned, the same students participated in the pre- and post-tests but because student-ID was not recorded, this factor was treated as a between-subjects factor.
For the analysis, we tested whether adding teacher (as random intercept) as well as adding a random slope for time per teacher contributed significantly to the model by comparing the simpler with more complex models by comparing the difference in Log Likelihood and chi-squares. Analyses revealed that only teacher contributed to the model and, therefore, this model is reported on below.
4.5 Results
4.5.1 Results for research question A
To what extent did the students’ perception of their learning needs change during the self- evaluation procedure?
Understanding/noticing in students’ self-evaluation
Table 4.1 shows the frequencies and percentages of the diagnoses in the first cycle and the fourth cycle for each category (message, vocabulary, grammar, pronunciation and fluency) for students that filled in the self-evaluation in cycle 1 and cycle 4 (n = 142).
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