Correlation and/or regression analysis

aker should have. In regard to the requirements that learners have to meet in order to be assumed risk takers, one of the most powerful reports corresponds to Ely’s dimensions. According to Ely’s (as cited in Alshalabi, 2003) first dimension, risk takers are not suspicious about utilizing a newly encountered linguistic component. The second dimension refers to risk takers’ willingness to use linguistic components perceived to be complicated or difficult. According to Alshalabi (2003) this dimension clarifies why risk takers expand levels of tolerance towards vagueness and ambiguity to the extent in which a complex or new situation does not really demonstrate an issue of concern for them. The third and fourth dimensions explain respectively how risk takers become tolerant toward possible incorrectness or inaccuracy in utilizing the language and how they are inclined to rehearse a new component silently before attempting to use it aloud. Hongwei (1996) mentions that this rehearsal issue, nevertheless, is further discussed by other\g researchers who believe that prior preparedness before producing utterances may hamper risk taking. Indeed, mental preparedness is said to be a specification of more cautious students who on special opportunities spend so much time preparing to talk that they decide not to take the risk of speaking in front of others. Risk Taking should be a central issue in foreign Language learning particularly with respect to speaking exercises. As indicated by Beebe (1983) “you take a risk every time you open your mouth in a foreign Language, or for that matter in any learning situation where you are called on to perform without realizing it, even the most conservative individual takes risks”. (p.39) One of the attributes of an effective student is to take risks. Students take risks each time they ask question, or reply to the Teacher. Specialists like Ely (1984) and Samimy (1991) contemplated Risk taking and considered Risk Taking as one of the attributes of good students. Swain (1985) states that active participation of the students in arrangement of importance through information gives students significant output. Important input is basic in framing semantic skill and significant output is vital in shaping syntactic skill. Thus, Student quietness in classroom is the issue of EFL Teachers.

Sample Solution

A correlation and/or regression analysis can be used to analyze a research question by identifying the relationship between two or more variables. Specifically, a correlation is used to determine if there is a linear relationship between two variables; for example, one could examine whether or not there is an association between students’ GPA and hours spent studying each week. A regression analysis takes this one step further by allowing researchers to make predictions about how changes in one variable (e.g., hours studied) would affect the other variable (e.g., GPA). In order to conduct either of these analyses, researchers must first set up their data in such a way that it can be analyzed statistically; this involves organizing their information into columns of related observations so that they can calculate various measures like mean values and correlations/regressions coefficients accordingly afterwards eventually as well.. Once this has been done , then they can use techniques like Pearson’s r-squared test towards establishing any potential meaningful connections existing across both sets of data points here at hand over here today really still anyways actually too .. Ultimately , using either of these methods – when properly applied -can help give us valuable insights into underlying patterns potentially present within our respective datasets here right now currently realistically speaking still anyways even then too..