Page 275 - 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
questions about mechanisms to reduce anxiety in foreign language speak-
ing in a classroom situation. Respondents’ answers can be classified into
several categories:
1. The professor must be less demanding, be patient, have more un-
derstanding for the mistakes made in the speech and must punish
pupils who mock others while they speak in a foreign language.
2. Some of the pupils think anxiety is conditioned by poor knowl-
edge of vocabulary and grammar of a foreign language, so anxie-
ty will be decreased when pupils start to learn more.
3. Some pupils think that anxiety originates from personality and
has little to do with what is happening in the classroom, so there
are not ways to reduce anxiety.
So, in the pupils’ opinion, anxiety will decrease if professors change
their way of dealing with students and if students learn more. Some pupils
think that anxiety is a matter of personality and therefore there is no way
to solve the problem.
Interview data were used to formulate FLSAQ items. To verify con-
struct validity of the FLSAQ, exploratory factor analysis was applied and
the degree of association with another instrument - FLCAS in order to de-
termine if different instruments, measuring the same construction, were
correlated (Faljgelj 2009; Taherdoost 2016). At the beginning of the anal-
ysis, the items communalities were checked. According to some authors,
all items whose communalities is lower than .32 (Tabachnick and Fidell
2014) and .30 (Field 2013) should be excluded from further analysis. In this
regard, item no 2 are excluded from further analysis „When I speak Eng-
lish on class, I’m completely relaxed“ and item no 20 „I’m glad if the pro-
fessor invites me to talk in English“. The justification for applying EFA
is established by the values of Bartlett’s test of sphericity (χ2 = 1735.81, df
= 153, p < .001) and Kaiser-Meyer-Olkin Measure of Sampling Adequacy
(КМО = .872). EFA was performed using the principal axis method with
promax rotation. By applying Horn’s parallel analysis (Çokluk and Koçak
2016) it was found that at the base of the FLSAQ lies one factor (see Ta-
ble 31).
275
questions about mechanisms to reduce anxiety in foreign language speak-
ing in a classroom situation. Respondents’ answers can be classified into
several categories:
1. The professor must be less demanding, be patient, have more un-
derstanding for the mistakes made in the speech and must punish
pupils who mock others while they speak in a foreign language.
2. Some of the pupils think anxiety is conditioned by poor knowl-
edge of vocabulary and grammar of a foreign language, so anxie-
ty will be decreased when pupils start to learn more.
3. Some pupils think that anxiety originates from personality and
has little to do with what is happening in the classroom, so there
are not ways to reduce anxiety.
So, in the pupils’ opinion, anxiety will decrease if professors change
their way of dealing with students and if students learn more. Some pupils
think that anxiety is a matter of personality and therefore there is no way
to solve the problem.
Interview data were used to formulate FLSAQ items. To verify con-
struct validity of the FLSAQ, exploratory factor analysis was applied and
the degree of association with another instrument - FLCAS in order to de-
termine if different instruments, measuring the same construction, were
correlated (Faljgelj 2009; Taherdoost 2016). At the beginning of the anal-
ysis, the items communalities were checked. According to some authors,
all items whose communalities is lower than .32 (Tabachnick and Fidell
2014) and .30 (Field 2013) should be excluded from further analysis. In this
regard, item no 2 are excluded from further analysis „When I speak Eng-
lish on class, I’m completely relaxed“ and item no 20 „I’m glad if the pro-
fessor invites me to talk in English“. The justification for applying EFA
is established by the values of Bartlett’s test of sphericity (χ2 = 1735.81, df
= 153, p < .001) and Kaiser-Meyer-Olkin Measure of Sampling Adequacy
(КМО = .872). EFA was performed using the principal axis method with
promax rotation. By applying Horn’s parallel analysis (Çokluk and Koçak
2016) it was found that at the base of the FLSAQ lies one factor (see Ta-
ble 31).
275
