Page 277 - 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
has an effect on speech performance. A mark on OPM was taken as a meas-
ure of assessment of spoken English (oral performance measure). The re-
gression coefficient is r = - .489 (p < .01) and R = .239. When the basic met-
ric characteristics of FLSAQ (reliability and validity) were verified, further
analysis determined the scores (degree of anxiety) distribution of the sub-
jects on FLSAQ. Since the total score can range from 20 to 100, the test
scores were grouped into several categories: 20 to 39 (slight anxiety), 40 to
59 (moderate anxiety), 60 to 79 (heightened anxiety), and 80 to 100 (high
anxiety). The distribution of anxiety on the sample can be viewed in Graph
1.
Figure 13: Distribution of anxiety during foreign language speaking.
Descriptive measures were also calculated (M = 58.32, S = 14.23, Skew-
ness = - .068, Kurtosis = - .554), indicating that anxiety levels were generally
moderate to heightened and it was observed that about 65% of respondents
(greater summation score than 60 on FLSAQ) had increased and high anx-
iety in speaking English. Skewness and kurtosis values indicate that distri-
bution is moderately negative skewed and platykurtic.
Discussion
From the research qualitative phase, students denote many obstacles they
face with when learning a foreign language. As noted in previous research-
es, anxiety can be triggered by a real classroom situation or be anticipated
277
has an effect on speech performance. A mark on OPM was taken as a meas-
ure of assessment of spoken English (oral performance measure). The re-
gression coefficient is r = - .489 (p < .01) and R = .239. When the basic met-
ric characteristics of FLSAQ (reliability and validity) were verified, further
analysis determined the scores (degree of anxiety) distribution of the sub-
jects on FLSAQ. Since the total score can range from 20 to 100, the test
scores were grouped into several categories: 20 to 39 (slight anxiety), 40 to
59 (moderate anxiety), 60 to 79 (heightened anxiety), and 80 to 100 (high
anxiety). The distribution of anxiety on the sample can be viewed in Graph
1.
Figure 13: Distribution of anxiety during foreign language speaking.
Descriptive measures were also calculated (M = 58.32, S = 14.23, Skew-
ness = - .068, Kurtosis = - .554), indicating that anxiety levels were generally
moderate to heightened and it was observed that about 65% of respondents
(greater summation score than 60 on FLSAQ) had increased and high anx-
iety in speaking English. Skewness and kurtosis values indicate that distri-
bution is moderately negative skewed and platykurtic.
Discussion
From the research qualitative phase, students denote many obstacles they
face with when learning a foreign language. As noted in previous research-
es, anxiety can be triggered by a real classroom situation or be anticipated
277
