The student presented her thesis.
Q: Reformulate the research questions to be adequate. A: The first thing was I tried to find out if being abroad helped the students overcome anxiety, or if watching movies helps them. As I mentioned this was calculated through correlation, but there wasn't any correlation. Q, Nemčoková: But how about the research question. How to formulate it better? How to better ask? A: I would say that: connection between living abroad, anxiety, watching movies. If visiting a foreign country can influence the level of anxiety. The intention was to find out if students were visiting just for one week or working as an au-paid, or just visiting families in English speaking countries. Second was if watching English movies can influence it. I found a weak correlation, but it is statistically irrelevant. The intention was to find out if students watch movies but I didn't consider it to be adequate if they use subtitles or not. I wanted to find out if they are able to understand on their own. I think it is wide-spread to watch movies in English so I was trying to find out if this helps them to cope with anxiety. Q: Discuss the obtained correlations. A: One was found, but it is statistically irrelevant. The others had a very weak correlation. Q, Nemčoková: Do you think it is due to the imprecision in asking the research questions? A: Yes I think so. It could be explained how it was meant. Q: On p. 29 you ask a question how students feel when they are called on by the teacher to speak in English classes. How do you distinguish feeling stressed because of being anxious to speak foreign language and being stressed because one does not know the answer to the question (i.e., maybe the anxiousness is there even in Czech language in a Geography class)? A: It depends on the individual. A student can feel stressed if they have problems in Geography. But if they are confident, or interested in learning the language, they are not so stressed. I tried to ask in the English class when it comes to speaking in English. Q: Are there any gender-related behavioral patterns in relation with FLA? A: I was thinking about it, but business academy students are usually girls, so there wasn't the same amount of male and female. Q, Nemčoková: Does literature mention any? A: No. Q: On p. 34 you mention Google Translator helping cope with anxiety. How can that happen? A: One student mentioned it that it helps her. (The student explained well.) Q, Bell: How could this thesis help students and teachers? A: I forgot to mention it in the presentation, I was probably too fast. There is one chapter in the thesis. There are two sides. One focused on the student and one on the teacher. There are some tips to create low-anxiety environment. Q, Bell: I have an anxiety. What would you recommend? A: It depends on the attitude of the student, towards learning the language. Work on yourself. Students should read more to avoid text anxiety. Also they should use English in video games. They can get very specific terminology. Q, Bell: Your advisor recommends a psychotherapist. What do you think about it? A: That's in extreme examples. (The student explained well.)
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