The effects of an AWE-aided assessment approach on business English writing performance and writing anxiety: A contextual consideration

2022 ◽  
Vol 72 ◽  
pp. 101123
Author(s):  
Bo Sun ◽  
Tingting Fan
Keyword(s):  
Business English ◽  
Writing Anxiety ◽  
Writing Performance ◽  
English Writing ◽  
Assessment Approach

scholarly journals Writing Anxiety and Writing Performance: A Descriptive-Correlational Study of Grade 11 Students at Centro Escolar Integrated School Malolos

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Edilberto Calayag Cruz
Keyword(s):  
Psychological Symptoms ◽  
Weighted Average ◽  
Moderate Level ◽  
Fear Of Failure ◽  
Correlational Study ◽  
Writing Anxiety ◽  
Writing Performance ◽  
Correlational Approach ◽  
Grade 11

Using the descriptive-correlational approach, the researchers sought to establish a connection between writing anxiety and writing performance of Grade 11 students at Centro Escolar Integrated School in Malolos, Bulacan, Philippines. The results showed that majority of the respondents experience a “moderate” level of psychological symptoms of anxiety while experiencing “lack of focus,” and “fear of failure” which has the highest weighted average of among ten symptoms. In addition, no correlation was established between writing performance based on grades and level of anxiety based on physical and psychological symptoms of the respondents.

scholarly journals The Effect of Peers’ and Teacher’s E-Feedback on Writing Anxiety Level Through CMC Applications

2018 ◽  
Vol 13 (11) ◽  
pp. 196 ◽  
Author(s):  
Mohamad Yahya Abdullah ◽  
Supyan Hussin ◽  
Mohanaad Shakir
Keyword(s):  
General Information ◽  
Anxiety Level ◽  
Computer Application ◽  
Structured Interviews ◽  
Computer Supported Collaborative Learning ◽  
Writing Anxiety ◽  
Writing Performance ◽  
Electronic Feedback ◽  
Significant Difference ◽  
Language Writing

Abstract—Computer Supported Collaborative Learning (CSCL) promotes learners to be more confident and self-directed in addition to enhancing their knowledge and general information throughout the peers’ and teacher’s electronic feedback (E-feedback). This study was carried out with 28 Master EFL/ESL students who registered in the elective course of Computer Application in ESOL. To examine the influence of peers’ and teacher’s electronic feedback on ESL writing anxiety level as well as their writing performance, Second Language Writing Anxiety Inventory (SLWAI) and semi-structured Interviews were employed. The major finding from the Paired T-Test which were performed on the pre-post of (SLWAI) revealed that a significant difference between them (p<.009) that reflected respondents’ tendency to decrease their writing anxiety level after using peers’ and teacher’s e-feedback. Moreover, data collected from the interviews reported that the respondents perceived the e-feedback from peers and teacher as an important way to improve their writing performance.

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