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...

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Main Author:	Yahya, Saroya
Format:	Thesis
Language:	English English
Published:	2004
Subjects:	English Language - Rhetoric - Study and teaching (Secondary) Dialogues - Authorship - Study and teaching(Secondary)
Online Access:	http://psasir.upm.edu.my/id/eprint/6381/1/FPP_2004_5.pdf
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id	my-upm-ir.6381
record_format	uketd_dc
spelling	my-upm-ir.63812023-10-26T06:19:32Z Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance 2004-03 Yahya, Saroya 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 English Language - Rhetoric - Study and teaching (Secondary) Dialogues - Authorship - Study and teaching(Secondary) 2004-03 Thesis http://psasir.upm.edu.my/id/eprint/6381/ http://psasir.upm.edu.my/id/eprint/6381/1/FPP_2004_5.pdf text en public masters Universiti Putra Malaysia English Language - Rhetoric - Study and teaching (Secondary) Dialogues - Authorship - Study and teaching(Secondary) Educational Studies Abdul Samad, Arshad English
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English English
advisor	Abdul Samad, Arshad
topic	English Language - Rhetoric - Study and teaching (Secondary) Dialogues - Authorship - Study and teaching(Secondary)
spellingShingle	English Language - Rhetoric - Study and teaching (Secondary) Dialogues - Authorship - Study and teaching(Secondary) Yahya, Saroya Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance
description	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
format	Thesis
qualification_level	Master's degree
author	Yahya, Saroya
author_facet	Yahya, Saroya
author_sort	Yahya, Saroya
title	Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance
title_short	Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance
title_full	Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance
title_fullStr	Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance
title_full_unstemmed	Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance
title_sort	effects of dialogue journal writing and quickwriting on language anxiety and writing performance
granting_institution	Universiti Putra Malaysia
granting_department	Educational Studies
publishDate	2004
url	http://psasir.upm.edu.my/id/eprint/6381/1/FPP_2004_5.pdf
_version_	1783725739944706048

Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance

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