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After the gameplay, the students took the post-test for 15 minutes and filled out the FLCAS which took approximately 10 minutes.
The second section included the Spanish version of the Foreign Language Classroom Anxiety Scale (FLCAS) (see Perez-Paredes & Martinez-Sanchez, 2001) developed by Horwitz et al., (1986).
We adopted the self-report 33-item FLCAS (Horwitz et al., 1986) to identify students' experience of FLLA.
Several construct-validity studies have confirmed the link between FLCAS and speaking anxiety.
During data processing, the scores of items 2, 5, 8, 11, 14, 18, 22, 28, and 32 were key-reversed, so that higher scores on the FLCAS always indicated higher levels of anxiety.
Fifty-five items were compiled from the FLCAS (Horwitz et al., 1986) and SLWAI (Cheng, 2004).
Independent sample t-test was performed to compare the two groups of students with perception of low and high competency in relation to the scale of FLCAS and its subscales (Table 2), and to study the significance of gender differences in perceiving the competency and experiencing the feelings of anxiety while learning foreign language (Table 3).
FLCAS was administered in class time with cooperation of the class teachers.
This study used the 33-item Foreign Language Classroom Scale (FLCAS) adapted from Horwitz et al.'s (1986) 36-item FLCAS.
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