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Second Language Writing Anxiety, Computer Anxiety, and Performance in a Classroom versus a Web-Based Environment

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Title: Second Language Writing Anxiety, Computer Anxiety, and Performance in a Classroom versus a Web-Based Environment
Language: English
Authors: Dracopoulos, Effie, Pichette, François
Source: Studies in Second Language Learning and Teaching. 2011 1(1):101-117.
Availability: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Peer Reviewed: Y
Page Count: 17
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Writing Apprehension, Second Language Instruction, Distance Education, Conventional Instruction, Computer Attitudes, Anxiety, English (Second Language), Grammar, Writing Instruction, Correlation, Profiles, Information Technology, Comparative Analysis, College Students, Foreign Countries, Language Proficiency, Attitude Measures, Rating Scales, Measures (Individuals), Student Attitudes, Statistical Analysis, Questionnaires, Regression (Statistics)
Geographic Terms: Canada
Assessment and Survey Identifiers: Computer Anxiety Scale
ISSN: 2083-5205
Abstract: 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.
Abstractor: As Provided
Number of References: 36
Entry Date: 2017
Accession Number: EJ1145476
Database: ERIC
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  Data: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
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  Data: 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.
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