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Investigation into Students' Performance in Foreign Language Business Writing and Their Attitudes toward It

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Title: Investigation into Students' Performance in Foreign Language Business Writing and Their Attitudes toward It
Language: English
Authors: Piriya Thaksanan (ORCID 0009-0008-3686-9935)
Source: English Language Teaching Educational Journal. 2024 7(1):1-12.
Availability: Universitas Ahmad Dahlan. Kampus 4 UAD, Jl. Ringroad Selatan, Tamanan, Bantul Yogyakarta, 55166 Indonesia. e-mail: eltej@pbi.uad.ac.id; Web site: http://journal2.uad.ac.id/index.php/eltej/index
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Business English, Language Proficiency, Writing Instruction, Anxiety, Learning Motivation, Barriers, Correlation, Writing Skills, Language Styles, Letters (Correspondence), Comparative Analysis, Outcomes of Education, Learning Processes, Writing Attitudes, Likert Scales, Student Attitudes, Foreign Countries, Undergraduate Students
Geographic Terms: Thailand
ISSN: 2621-6485
Abstract: Anxiety can affect learners' performance in several ways. It can be a helpful motivational tool to assist students in learning a language. At the same time, anxiety can become a serious factor in hindering language acquisition. This study examines the relationship between students' writing performance and anxiety levels across three different proficiency groups of students. The participants were fifty EFL students enrolled in a Business English Writing course, and the target writing genre was inquiries and acknowledgments of inquiry letters. The two main instruments used to collect data were students' writing samples and closed-ended questionnaires. The data were analyzed utilizing descriptive statistics, one-way ANOVA, and Pearson's coefficient correlation. This study showed a significant difference in writing anxiety between the high and the low-proficiency groups. In contrast, it was found that there were no statistically significant differences in anxiety between the high and the mid-proficiency groups. In addition, the study's outcomes indicated that the students' level of anxiety varied across the three groups of students. It was found that the students with a high level of anxiety performed less professionally than those with lower writing anxiety. The findings provide insights into teaching and learning writing, particularly into ways to decrease learners' anxiety and improve their learning outcomes.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1439913
Database: ERIC
FullText Text:
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  Data: Investigation into Students' Performance in Foreign Language Business Writing and Their Attitudes toward It
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  Data: <searchLink fieldCode="AR" term="%22Piriya+Thaksanan%22">Piriya Thaksanan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-3686-9935">0009-0008-3686-9935</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22English+Language+Teaching+Educational+Journal%22"><i>English Language Teaching Educational Journal</i></searchLink>. 2024 7(1):1-12.
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  Data: Universitas Ahmad Dahlan. Kampus 4 UAD, Jl. Ringroad Selatan, Tamanan, Bantul Yogyakarta, 55166 Indonesia. e-mail: eltej@pbi.uad.ac.id; Web site: http://journal2.uad.ac.id/index.php/eltej/index
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Label: Abstract
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  Data: Anxiety can affect learners' performance in several ways. It can be a helpful motivational tool to assist students in learning a language. At the same time, anxiety can become a serious factor in hindering language acquisition. This study examines the relationship between students' writing performance and anxiety levels across three different proficiency groups of students. The participants were fifty EFL students enrolled in a Business English Writing course, and the target writing genre was inquiries and acknowledgments of inquiry letters. The two main instruments used to collect data were students' writing samples and closed-ended questionnaires. The data were analyzed utilizing descriptive statistics, one-way ANOVA, and Pearson's coefficient correlation. This study showed a significant difference in writing anxiety between the high and the low-proficiency groups. In contrast, it was found that there were no statistically significant differences in anxiety between the high and the mid-proficiency groups. In addition, the study's outcomes indicated that the students' level of anxiety varied across the three groups of students. It was found that the students with a high level of anxiety performed less professionally than those with lower writing anxiety. The findings provide insights into teaching and learning writing, particularly into ways to decrease learners' anxiety and improve their learning outcomes.
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  Data: EJ1439913
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 1
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Business English
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Language Styles
        Type: general
      – SubjectFull: Letters (Correspondence)
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Writing Attitudes
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Thailand
        Type: general
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      – TitleFull: Investigation into Students' Performance in Foreign Language Business Writing and Their Attitudes toward It
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