Speaking proficiency and speaking anxiety were significantly negatively correlated at posttest¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Posttest speaking proficiency and posttest speaking anxiety correlated negatively and significantly (r = -0.704, significant at the 0.01 level). → El-Sakka 2016

Evidence¶

El-Sakka 2016¶

El-Sakka, S. M. F. (2016). Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students. English Language Teaching, 9(12). https://doi.org/10.5539/elt.v9n12p22

q2 · i3 · causal · r1

Pearson correlation computed on the same forty participants' posttest scores. The article reports r = -0.704, significant at the 0.01 level, and concludes improvement in speaking proficiency led to reduction in speaking anxiety.

"The correlation coefficient for the speaking proficiency posttest and speaking anxiety posttest was - 0.704. This coefficient is significant at the 0.01 level."

Discussion¶

Learner Variables¶

• Academic Anxiety — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Motivational SRL factors correlate with but do not directly predict Japanese EFL learners' proficiency — related
• Low- and high-proficiency EFL learners differ significantly in self-efficacy, intrinsic goal orientation, and test anxiety — related
• Self-regulated strategy instruction significantly reduced speaking anxiety of Egyptian EFL university students — related
• Anxiety in foreign language classroom learning experiences is linked with oral performance among Japanese EFL learners — related
• Self-regulated strategy instruction significantly improved speaking proficiency of Egyptian EFL university students in a one-group pre-posttest quasi-experiment — related