Quality communication between a teacher and a student or students contributes to the process of learning not only a foreign language. Contrarily, fear of communication can significantly harm communication. The present study provides information on the process and results of scale adaptation, which measures foreign language anxiety (Horwitz, Horwitz & Cope, 1986). The process of adaptation to Czech conditions included the verification of content validity, construct validity, and the identification of a factor structure of the instrument. Based on the results of the exploratory factor analysis in the STATISTICA 13.3 program, a reduction from thirty-three to thirteen items was proposed. The internal consistency of the adapted Foreign Language Classroom Anxiety Scale showed a sufficient Cronbach's alpha coefficient of 0.82.
Quality communication between a teacher and a student or students contributes to the process of learning a foreign language. Communication in foreign language teaching is both a means of communication and the content of teaching. The model of willingness to communicate in a foreign language describes individual characteristics and situational variables that affect a pupil’s readiness to enter dialogue with another person at some point. The present study provides information on the process and results of scale adaptation Willingness to Communicate Inside the Classroom scale. The process of adaptation to Czech conditions includes the verification of content validity, construct validity, and the identification of a factor structure of the instrument. Using exploratory factor analysis (EFA) procedures in the JASP program 0.14.1. the suitability of the use of the originally designed scale was verified and a reduction from twenty-seven to eighteen items was proposed. The internal consistency of the Czech version of the Willingness to Communicate Inside the Classroom scale showed a sufficient Cronbach’s alpha coefficient of .82, thus we can assume that the tested scales show sufficient reliability.
The volume of proceedings is a result of the Specific Research project conducted in 2018 with the registration number MUNI/A/1143/2018 – Research on learning and teaching foreign languages. The contributions present research studies of doctoral students in the field of Foreign Language Didactics at the Faculty of Education of Masaryk University. The studies are written in Czech.
The aim of the study is to introduce the concept of foreign language communication anxiety and to outline studies dealing with this topic at the university level. The paper provides an overview based on data from sixteen studies that were included in the international databases Web of Science and Scopus in the range of the last nineteen years. Both quantitatively and qualitatively focused studies examine the concept of foreign language communication anxiety in relation to the personal characteristics of individuals and external variables, e.g. teacher´s personality or classroom dynamics.
The paper presents current international research studies on foreign language learning styles. The studies apply learning styles questionnaires on university, secondary and elementary school students, including students of a language institute, mostly with the aim of making language instruction more effective, or for identifying learning styles used in a particular skill.
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