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

Autor/inn/en	Dracopoulos, Effie; Pichette, François
Titel	Second Language Writing Anxiety, Computer Anxiety, and Performance in a Classroom versus a Web-Based Environment
Quelle	In: Studies in Second Language Learning and Teaching, 1 (2011) 1, S.101-117 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	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); Canada; Computer Anxiety Scale + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Distance study; Distance learning; Fernunterricht; Angst; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Schreibunterricht; Korrelation; Charakterisierung; Profilanalyse; Informationstechnologie; Collegestudent; Ausland; Language skill; Language skills; Sprachkompetenz; Rating-Skala; Messdaten; Schülerverhalten; Statistische Analyse; Fragebogen; Regression; Regressionsanalyse; Kanada
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01