Search results

1

Using Character Strengths to Address English Writing Anxiety

100%

Gregersen T., MacIntyre P. D., Buck R.

Theory and Practice of Second Language Acquisition

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2021

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vol. 7

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issue 2

11-35

EN

Positive psychology has been introduced to the applied linguistics literature with the broad goal of improving the experience of language learners and teachers through a variety of interventions (MacIntyre & Mercer, 2014; Gabryś-Barker & Gałajda, 2016). “The aim of positive psychology is to catalyze a change in psychology from preoccupation only with repairing the worst things in life to also building the best qualities in life” (Seligman &Csikszentmihalyi, 2000, p. 5). One significant contribution of this young field has been a series of empirically-tested positive psychology interventions (PPIs) that have been shown to increase positive emotion, reduce distress, and/or improve well-being (Seligman, Steen, Park, & Peterson, 2005; Sin & Lyubormirsky, 2009). In the present research, we examine one application of a PPI involving a focus on using character strengths as a way to address language anxiety. Through a case study analysis, we demonstrate the ways that this intervention was beneficial for the student.

2

Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment

88%

Dracopoulos E., Pichette F.

Studies in Second Language Learning and Teaching

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2011

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vol. 1

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issue 1

101-117

EN

This study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course. Two sections of the course were offered in a traditional classroom setting whereas two others were given in a hybrid form that involved distance learning. Contrary to previous research, writing anxiety showed no correlation with learning performance, whereas computer anxiety only yielded a positive correlation with performance in the case of classroom learners. There were no significant differences across learning environments on any measures. These observations are discussed in light of the role computer technologies now play in our society as well as the merging of socio-demographic profiles between classroom and distance learners. Our data suggest that comparisons of profiles between classroom and distance learners may not be an issue worth investigating anymore in language studies, at least in developed countries.

3

Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment

88%

Dracopoulous E., Pichette F.

Studies in Second Language Learning and Teaching

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2011

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vol. 1

|

issue 1

101-117

EN

The study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course.

4

The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students

75%

Fathi J., Derakhshan A., Safdari M.

Polish Psychological Bulletin

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2020

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vol. 51

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issue 3

5

Wpływ oceny koleżeńskiej na lęk przed pisaniem u studentów

63%

Czura A.

Teraźniejszość – Człowiek – Edukacja

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2016

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vol. 19

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issue 4(76)

97-114

EN

Foreign language anxiety is one of the most important factors that affect communication in a foreign language. The teacher can lessen or eliminate anxiety by introducing appropriate teaching techniques and creating a positive atmosphere in the language classroom. The study mentioned in this article aims to present the results of a quasi-experiment conducted to verify whether implementing peer-assessment in a group of university students would affect their level of writing anxiety. The data were collected by the means of a questionnaire consisting of both closed-ended and open-ended question. The results indicate that peer-assessment contributed to lowering the level of writing anxiety. What is more, the participants of the study expressed positive opinions about the new form of providing feedback to their writing assignments.

PL

Lęk językowy jest jednym z najważniejszych czynników wpływających na umiejętność komunikowania się w języku obcym. Poprzez dobór odpowiednich technik i sposobów nauczania nauczyciel może podjąć próbę wyeliminowania lub obniżenia poczucia lęku. Niniejszy artykuł przedstawia wyniki przeprowadzonego na dwóch grupach studentów quasi-eksperymentu, którego głównym celem było określenie związku między zastosowaniem oceniania koleżeńskiego a poziomem lęku przed pisaniem w języku angielskim. Podstawą pomiaru poziomu lęku przed pisaniem był kwestionariusz składający się z pytań otwartych i zamkniętych. Wyniki badania wykazały, że wprowadzenie oceniania koleżeńskiego na zajęciach przyczyniło się do obniżenia poziomu lęku przed pisaniem. Co więcej, studenci wyrazili pozytywne opinie na temat nowego podejścia do udzielania informacji zwrotnej o swoich pracach pisemnych.

6

THE AFFECTIVE SIDE OF WRITING MA THESES IN APPLIED LINGUISTICS

51%

Wach A.

Neofilolog

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2019

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issue 52/1

119-137

EN

Academic writing, which necessitates a coordination of multiple higher-level cognitive skills, poses a challenge to graduate students. The heightened cognitive demands often cause negative emotions, such as stress, frustration, discouragement, but can also evoke positive ones, such as pride, satisfaction, and a feeling of accomplishment. This article reports the findings of a longitudinal qualitative study which aimed at exploring the emotions experienced by the participants, eleven students in an MA seminar, in the process of working on their theses, and the affective strategies they used. The data were collected through diaries kept by the participants over one academic year in which they recorded the emotions that accompanied them during the writing task. The data revealed a fluctuating and dynamic nature of the negative and positive emotions, out of which frustration and satisfaction were the most frequently experienced by the participants. Moreover, a range of affective strategies to control emotions and persist in writing were identified in the diary excerpts. The study illuminates the need to cater to the emotional side of graduate students’ thesis writing by providing them with support and appropriate training in self-regulation.

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Using Character Strengths to Address English Writing Anxiety

Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment

Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment

The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students

Wpływ oceny koleżeńskiej na lęk przed pisaniem u studentów

THE AFFECTIVE SIDE OF WRITING MA THESES IN APPLIED LINGUISTICS