Page 97 - The SpeakTeach method - Esther de Vrind

In the first cycle the plans were least focused on fluency, and in the fourth cycle the least on grammar.
Development in independence
Table 4.3 shows the frequencies and percentages for the preferences for assistance from the teacher, collaboration with a peer or independent learning while executing the plan for improvement in the first and fourth cycles.
Table 4.3
Preferences for teacher’s assistance, peer-work or independent learning
Cycle 1 Teacher’s assistance 41
(14.4%) Peer 115
(40.5%) Independent 128
Cycle 4
18 (6.3%) 101 (35.6%) 165 (58.1%)
A McNemar test showed a significant shift from cycle 1 to cycle 4 (X2 (3) = 17.14, p =.001). As can be seen from Table 4.3, this shift was mostly due to a decline in the need for teachers’ assistance and a significant increase in preference for independence.
4.5.2 Results for research question B
To what extent did students experience feedback and activities for improvement as adaptive?
Adaptivity of activities for improvement and feedback from the learners’ perspective - pre- and post-test
To establish whether there were differences in perceived adaptivity of the activities for improvement between the experimental and the control group and whether there were differences between the pre- and post-tests, the experimental group was compared to the
(45.1%
Table notes: Frequencies (and percentages) of preferences for teacher’s assistance vs. peer
work vs. independent learning in cycle 1 and cycle 4.
95
95
4