Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors' Perspectives

Autor/inn/en	Lin, Grace Hui Chin; Larke, Patricia J.; Jarvie, Douglas S.; Chien, Paul Shih Chieh
Titel	Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors' Perspectives
Quelle	In: English Language Teaching, 11 (2018) 1, S.33-45 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Majors (Students); English (Second Language); Second Language Learning; Second Language Instruction; Anxiety; Learning Processes; Advanced Courses; College Students; Writing Apprehension; Writing Instruction; Teacher Student Relationship; Language Teachers; College Faculty; Time Management; Peer Relationship; Competition; Student Attitudes; Qualitative Research; Interviews; Writing Evaluation; Measures (Individuals); Taiwan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Angst; Learning process; Lernprozess; Fortgeschrittenenunterricht; Collegestudent; Schreibunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Fakultät; Zeitmanagement; Peer-Beziehungen; Wettkampf; Schülerverhalten; Qualitative Forschung; Interviewing; Interviewtechnik; Messdaten
Abstract	Anxiety (e.g., Dallos, 1976, 2006; Krashen, 2003, 2016) sometimes might be unavoidable in the learning process, because the cognitive and intellectual systems are usually connected with emotional factors. This empirical study was conducted in an English majors' advanced-level writing course to explore relevant explanations about why Taiwanese university students experienced "anxiety" (Tomlinson, 1981, 2016). Seventeen participants of junior grade at a southern Taiwan university had cooperated with their teacher to examine their anxiety occurring during writing in English. The findings discovered five key issues explaining their apprehension including mentioned (1) time restriction, (2) teacher evaluation, (3) peer competition, (4) uninteresting writing topics. The fifth factor repeated by most of the student is displayed by this study. The study implies the anxiety should be a negative impact upon language learning. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01