Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance
The purpose of this study is to compare the effects of dialogue journal writing to that of quickwriting in the teaching and learning of the English language. The effects of the treatments on language anxiety and writing performance were assessed. This ten week quasi-experimental study involved 96...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | Thesis |
| 语言: | English English |
| 出版: |
2004
|
| 主题: | |
| 在线阅读: | http://psasir.upm.edu.my/id/eprint/6381/1/FPP_2004_5.pdf |
| 标签: |
添加标签
没有标签, 成为第一个标记此记录!
|
| 总结: | The purpose of this study is to compare the effects of dialogue journal writing to that
of quickwriting in the teaching and learning of the English language. The effects of the
treatments on language anxiety and writing performance were assessed. This ten week
quasi-experimental study involved 96 matriculation college students.
Data was derived from questionnaires and writing performance test administered prior
to and after the treatments. Descriptive statistics, ANCOVA and t-test were employed
to analyse the data. The findings of the study revealed that dialogue journal writing
group's performance on language anxiety and writing showed significant improvement
than that of the quickwriting group. Significant differences between the two groups in
terms of communication apprehension and fear of negative evaluation levels were also
noted. In addition, the dialogue journal writing group was also seen to have significantly higher scores in the writing assessment categories namely content,
organization, language use, vocabulary and mechanics compared to that of the
quickwriting group. In sum, dialogue journal writing showed favourable effects on
language anxiety and writing performance.
The findings of the present study were in accordance with theoretical assumptions of
dialogue journal writing, language anxiety and writing performance. The results
provided support for the view that dialogue journal writing has the potential to bring
about a non-threatening language-learning atmosphere necessary to reduce language
anxiety and improve writing performance. The implication of the study suggests that
dialogue journal writing could be beneficial in lowering language anxiety and
improving writing quality in the second language classroom |
|---|