Self-regulated strategy instruction significantly reduced speaking anxiety of Egyptian EFL university students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Participants' speaking anxiety scores decreased significantly from pretest to posttest after the intervention. → 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 · i? · causal · r1

Same one-group quasi-experiment (forty third-year English majors), measured with a researcher-adapted twenty-item speaking anxiety scale (Cronbach's Alpha .89). The paired samples t-test was significant; no effect size is printed for this finding.

"As shown in Table 2, the paired samples t-test revealed that a statistically significant difference existed in the mean scores of the experimental group between the pre- posttest of speaking anxiety (t=15.28, p<0.05)."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• Speaking proficiency and speaking anxiety were significantly negatively correlated at posttest — related
• Self-regulated strategy instruction significantly improved speaking proficiency of Egyptian EFL university students in a one-group pre-posttest quasi-experiment — related
• Prior evidence on self-regulated learning and speaking proficiency is mixed, with one study finding significant effects and another only a weak relationship — related
• Drama instruction reduced students' speech anxiety to a lower level than conventional instruction at posttest — related