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Article: An Investigation of Differences and Changes in L2 Writing Anxiety between Blended and Conventional English Language Learning Context

TitleAn Investigation of Differences and Changes in L2 Writing Anxiety between Blended and Conventional English Language Learning Context
Authors
Issue Date2017
PublisherAsia-Pacific Association for Computer-Assisted Language Learning. The Journal's web site is located at http://callej.org/
Citation
CALL-EJ, 2017, v. 18 n. 1, p. 22-39 How to Cite?
AbstractThis study investigated the influence of blended vs. conventional writing environments and L2 proficiency on cognitive, somatic, and behavioral components of L2 English writing anxiety. Second language anxiety was measured using Cheng’s (2004) Second Language Writing Anxiety Inventory (L2WAI) which measures cognitive, somatic, and behavioral components of L2 writing anxiety. Students were separated into a blended learning group that completed writing assignments through online forums and a conventional pen-and-paper group that completed writing assignments by hand. Students in both groups were required to write 150 words per task as well as provide feedback to two other students for each task. Students in the blended learning group provided feedback through the course learning management system while those in the conventional group provided feedback in class. Descriptive analysis of pre-L2WAI results found that both groups reported behavioral anxiety the most, followed by somatic, and then cognitive. Post-L2WAI results found that blended learning students reported increases in behavioral anxiety while conventional pen-and-paper ones had increases in somatic anxiety. No decreases in anxiety were observed. A positive linear relationship was found when comparing L2 writing anxiety and L2 proficiency. Findings provide support for pedagogical recommendations to mitigate L2 writing anxiety.
Persistent Identifierhttp://hdl.handle.net/10722/238808
ISSN
2015 SCImago Journal Rankings: 0.118

 

DC FieldValueLanguage
dc.contributor.authorBailey, D-
dc.contributor.authorLee, A-
dc.contributor.authorVorst, T-
dc.contributor.authorCrosthwaite, PR-
dc.date.accessioned2017-02-20T01:26:17Z-
dc.date.available2017-02-20T01:26:17Z-
dc.date.issued2017-
dc.identifier.citationCALL-EJ, 2017, v. 18 n. 1, p. 22-39-
dc.identifier.issn2187-9036-
dc.identifier.urihttp://hdl.handle.net/10722/238808-
dc.description.abstractThis study investigated the influence of blended vs. conventional writing environments and L2 proficiency on cognitive, somatic, and behavioral components of L2 English writing anxiety. Second language anxiety was measured using Cheng’s (2004) Second Language Writing Anxiety Inventory (L2WAI) which measures cognitive, somatic, and behavioral components of L2 writing anxiety. Students were separated into a blended learning group that completed writing assignments through online forums and a conventional pen-and-paper group that completed writing assignments by hand. Students in both groups were required to write 150 words per task as well as provide feedback to two other students for each task. Students in the blended learning group provided feedback through the course learning management system while those in the conventional group provided feedback in class. Descriptive analysis of pre-L2WAI results found that both groups reported behavioral anxiety the most, followed by somatic, and then cognitive. Post-L2WAI results found that blended learning students reported increases in behavioral anxiety while conventional pen-and-paper ones had increases in somatic anxiety. No decreases in anxiety were observed. A positive linear relationship was found when comparing L2 writing anxiety and L2 proficiency. Findings provide support for pedagogical recommendations to mitigate L2 writing anxiety.-
dc.languageeng-
dc.publisherAsia-Pacific Association for Computer-Assisted Language Learning. The Journal's web site is located at http://callej.org/-
dc.relation.ispartofCALL-EJ-
dc.titleAn Investigation of Differences and Changes in L2 Writing Anxiety between Blended and Conventional English Language Learning Context-
dc.typeArticle-
dc.identifier.emailCrosthwaite, PR: drprc80@hku.hk-
dc.identifier.authorityCrosthwaite, PR=rp01961-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros271122-
dc.identifier.volume18-
dc.identifier.issue1-
dc.identifier.spage22-
dc.identifier.epage39-
dc.publisher.placeAustralia-

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