Page 273 - 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
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diverse teaching methods: how to approach to different levels of anxiety
and to what extent measured anxiety affects speech. OPM is a scale that
contains grades 1 to 5 (grade 1 is the lowest and indicates the worst Eng-
lish language proficiency, while grade 5 is the best foreign language pro-
ficiency). The level of speaking language was assessed by grade, using the
following criteria: vocabulary, sentence coherence – SVOMPT and gram-
mar in constructing a sentence.
Research design
The research is of qualitative-quantitative type and was conducted in two
phases. The research first phase was a qualitative type and involved con-
ducting interviews. The interview was semi-structured. The aim of the in-
terview was to get an answer to how pupils feel during second language
speaking (their experience with anxiety) and what the best way to decrease
anxiety is. The second phase of the research was of a quantitative type. In
this phase, students were responding on FLSAQ and FLCAS items. Before
selecting the examiner to participate in the second (quantitative) phase of
the survey, foreign language teachers evaluated the respondent’s proficien-
cy in the language by the OPM scale.
Data analysis
Descriptive measures (arithmetic mean, standard deviation, frequency and
percentages) were used to assess the level of anxiety in students in the sec-
ond phase of the study. Correlation and factor analysis was applied to de-
termine the constructive and criterion validity of FLSAQ. Parallel analysis
was used as the criterion for determining the final number of factors un-
derlying the FLA. Parallel analysis was conducted using SPSS syntax for
parallel analysis (O’Connor, 2000). In the qualitative part of the research,
information on respondents anxiety reactions during the English language
class were recorded. In the end, the answers were summarized in several
categories and only those that were repeated mostly by all respondents were
presented and taken into account for FLSAQ design.
FLSAQ total score is calculated by the sum of all respondents’ respons-
es to items. All items had equal importance in calculating the total score.
Before calculating the FLSAQ total score, negatively stated items are trans-
formed in positively stated items.
273
and to what extent measured anxiety affects speech. OPM is a scale that
contains grades 1 to 5 (grade 1 is the lowest and indicates the worst Eng-
lish language proficiency, while grade 5 is the best foreign language pro-
ficiency). The level of speaking language was assessed by grade, using the
following criteria: vocabulary, sentence coherence – SVOMPT and gram-
mar in constructing a sentence.
Research design
The research is of qualitative-quantitative type and was conducted in two
phases. The research first phase was a qualitative type and involved con-
ducting interviews. The interview was semi-structured. The aim of the in-
terview was to get an answer to how pupils feel during second language
speaking (their experience with anxiety) and what the best way to decrease
anxiety is. The second phase of the research was of a quantitative type. In
this phase, students were responding on FLSAQ and FLCAS items. Before
selecting the examiner to participate in the second (quantitative) phase of
the survey, foreign language teachers evaluated the respondent’s proficien-
cy in the language by the OPM scale.
Data analysis
Descriptive measures (arithmetic mean, standard deviation, frequency and
percentages) were used to assess the level of anxiety in students in the sec-
ond phase of the study. Correlation and factor analysis was applied to de-
termine the constructive and criterion validity of FLSAQ. Parallel analysis
was used as the criterion for determining the final number of factors un-
derlying the FLA. Parallel analysis was conducted using SPSS syntax for
parallel analysis (O’Connor, 2000). In the qualitative part of the research,
information on respondents anxiety reactions during the English language
class were recorded. In the end, the answers were summarized in several
categories and only those that were repeated mostly by all respondents were
presented and taken into account for FLSAQ design.
FLSAQ total score is calculated by the sum of all respondents’ respons-
es to items. All items had equal importance in calculating the total score.
Before calculating the FLSAQ total score, negatively stated items are trans-
formed in positively stated items.
273
