Page 272 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 272
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
Methodology
Participants
The research has involved 100 second and fourth-grade high school stu-
dents located in the Sanjak region. One of the conditions for the selection of
students in the research was the students had been attending English class-
es in five years’ continuation. The study involved 54 female and 46 male stu-
dents. Students who participated in the qualitative part of the research were
not included in the quantitative part of the research. The first (qualitative)
survey’s part involved 15 students. The students were 17 years old, and com-
paring gender, 6 male and 9 female students were included. In the second
(quantitative) part of the survey, 85 students participated, concerning the
availability within classes. According to gender, 45 female students and 40
male students participated.
Instruments
A new FLSAQ questionnaire was constructed to survey the second phase.
The FLSAQ is intended to assess anxiety during students’ foreign lan-
guage speech. The aforementioned questionnaire contains 20 items that
are formulated based on data obtained through the qualitative part of the
research. Items are assessing the thoughts, behaviours, and feelings of a
student when speaking a foreign language during school class. The FL-
SAQ’s format is five-level Likert item (from completely inaccurate to com-
pletely accurate). The reliability (internal consistency) of the instrument
was also calculated and is α =. 927, indicating high reliability. The FLSAQ
validity data is presented in the results section. In addition to the FL-
SAQ, the FLCAS instrument was also used (Foreign Language Classroom
Anxiety Scale) (Horwitz et al. 1986). The FLCAS contains 33 items and is
in the form of a 5-point Likert scale ranging from “completely disagree”
to “completely agree”. The primary purpose of FLCAS was to measure
speech-language anxiety in the classroom situation (Horwitz et al. 1986),
and later, in some studies, it was used to assess anxiety in other language
skills than just speech (Saito, Horwitz and Garza 1999; Cheng 2002). Pri-
or research has confirmed the high reliability of the instrument (α =. 940)
(Aida 1994) and this research confirmed the same as Kronbach’s alpha co-
efficient is .923. FLCAS was used in this study to determine the construct
convergent validity. Oral performance measures (OPM) were formulated
to determine the criterion validity of the FLSAQ, and to assess whether
272
Methodology
Participants
The research has involved 100 second and fourth-grade high school stu-
dents located in the Sanjak region. One of the conditions for the selection of
students in the research was the students had been attending English class-
es in five years’ continuation. The study involved 54 female and 46 male stu-
dents. Students who participated in the qualitative part of the research were
not included in the quantitative part of the research. The first (qualitative)
survey’s part involved 15 students. The students were 17 years old, and com-
paring gender, 6 male and 9 female students were included. In the second
(quantitative) part of the survey, 85 students participated, concerning the
availability within classes. According to gender, 45 female students and 40
male students participated.
Instruments
A new FLSAQ questionnaire was constructed to survey the second phase.
The FLSAQ is intended to assess anxiety during students’ foreign lan-
guage speech. The aforementioned questionnaire contains 20 items that
are formulated based on data obtained through the qualitative part of the
research. Items are assessing the thoughts, behaviours, and feelings of a
student when speaking a foreign language during school class. The FL-
SAQ’s format is five-level Likert item (from completely inaccurate to com-
pletely accurate). The reliability (internal consistency) of the instrument
was also calculated and is α =. 927, indicating high reliability. The FLSAQ
validity data is presented in the results section. In addition to the FL-
SAQ, the FLCAS instrument was also used (Foreign Language Classroom
Anxiety Scale) (Horwitz et al. 1986). The FLCAS contains 33 items and is
in the form of a 5-point Likert scale ranging from “completely disagree”
to “completely agree”. The primary purpose of FLCAS was to measure
speech-language anxiety in the classroom situation (Horwitz et al. 1986),
and later, in some studies, it was used to assess anxiety in other language
skills than just speech (Saito, Horwitz and Garza 1999; Cheng 2002). Pri-
or research has confirmed the high reliability of the instrument (α =. 940)
(Aida 1994) and this research confirmed the same as Kronbach’s alpha co-
efficient is .923. FLCAS was used in this study to determine the construct
convergent validity. Oral performance measures (OPM) were formulated
to determine the criterion validity of the FLSAQ, and to assess whether
272
