The experimental group's anxiety control changed significantly from pre- to post-treatment while the control group's did not¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group's anxiety control changed significantly after explicit affective strategy teaching (paired t=-11.6, p=0.00). → Mostafavi and Vahdany 2016 q3 i? The control group showed no significant difference in anxiety control between the first and second questionnaire administrations (p>0.05). → Mostafavi and Vahdany 2016 (2)

Evidence¶

Mostafavi and Vahdany 2016¶

Fatemeh Mostafavi, Fereidoon Vahdany. (2016). The Effect of Explicit Affective Strategy Training on Iranian EFL learners' Oral Language Proficiency and Anxiety Reduction. Advances in Language and Literary Studies 7(4). https://doi.org/10.7575/aiac.alls.v.7n.4p.197

q3 · i? · causal · r2

Paired-samples t-test within the experimental group (n=30): questionnaire mean rose from 2.52 (SD .97) to 3.73 (SD .72); paired difference mean -1.20, t=-11.6, df=29, p=0.00. No effect size was printed.

"Based on the results of paired samples t- test, there is a significant difference between the mean scores of the experimental group in pre and post administration of the questionnaire (p<0.05), that is: the experimental group’s level of anxiety control has been changed significantly after explicit teaching of affective strategies."

Mostafavi and Vahdany 2016 (2)¶

Fatemeh Mostafavi, Fereidoon Vahdany. (2016). The Effect of Explicit Affective Strategy Training on Iranian EFL learners' Oral Language Proficiency and Anxiety Reduction. Advances in Language and Literary Studies 7(4). https://doi.org/10.7575/aiac.alls.v.7n.4p.197

q3 · i? · causal · r2

Paired-samples t-test within the control group (n=30): questionnaire means 2.52 (first) and 2.55 (second); paired t=-.7, df=29, p=.48. No effect size was printed; equivalence was not tested.

"Based on the results of table 4.8, there is no significant difference between the mean scores of the control group in first and second administration of the questionnaire (p>0.05), that is: the control group participants were almost at the same level of anxiety control both at the beginning and at the end of the study."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• Explicit affective strategy training significantly improved Iranian pre-intermediate EFL learners' oral language proficiency compared with a placebo control group — related
• Explicit affective strategy training significantly raised Iranian EFL learners' level of anxiety control relative to the control group by the end of the study — a broader claim this one bears on
• Relaxation training produced a significant pre-to-post reduction in test anxiety among third-grade students in the experimental group — related
• In the private-school experimental group only test anxiety changed significantly from pre-test to post-test, decreasing; pre-post differences on the other motivation dimensions were not statistically significant — related
• After the Student Success Course, test anxiety significantly decreased while intrinsic goal orientation and self-efficacy significantly increased, but task value and control beliefs did not improve — related