The two groups were homogeneous in anxiety control at the start of the study, differing only at the end¶

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

Subclaims¶

q3 i? There was no significant difference between the groups' anxiety control at the beginning of the study (t=-.003, p=.99), but a significant difference at the end. → Mostafavi and Vahdany 2016

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

Independent-samples t-tests on first and second FLCAS administrations (n=30 per group): first administration t=-.003, p=.99; second administration t=5.30, p=.00. No effect size was printed.

"In sum while there was not a significant difference between the two groups in terms of level of anxiety control at the beginning of the study, their reported information on the questionnaire regarding their level of anxiety control in EFL learning situations differs significantly at the end of the study."

Discussion¶

Related Claims¶

• Explicit affective strategy training significantly raised Iranian EFL learners' level of anxiety control relative to the control group by the end of the study — related
• Teachers' beginning-of-year anxiety for teaching mathematics, science, or ELA shows no direct significant association with students' end-of-year anxiety in that content area — related