English Writing Anxiety and Preservice Teacher's Written Corrective Feedback

Autor/inn/en	Xie, Qin; Yuan, Junting
Titel	English Writing Anxiety and Preservice Teacher's Written Corrective Feedback
Quelle	In: Language Education & Assessment, 3 (2020) 2, S.58-84 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Xie, Qin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-3591
Schlagwörter	Foreign Countries; Writing Apprehension; English (Second Language); Preservice Teachers; Language Teachers; Error Correction; Feedback (Response); Hong Kong + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Korrektur; Hongkong
Abstract	This study investigated the English writing anxiety experienced by preservice English [teachers] as second/foreign language teachers in Hong Kong, and its impact on their written corrective feedback (WCF). A total of 34 highly proficient preservice teachers responded to the Second Language Writing Anxiety Inventory (Cheng, 2004), which measured writing anxiety in three dimensions (i.e., cognitive, somatic and avoidance anxiety). Ten were selected to provide WCF to a sample student writing and receive an individual interview immediately afterwards. Over half of the 34 participants were found suffering from moderate or high levels of writing anxiety, especially in the cognitive dimension. Compared to their less apprehensive peers who adopted more indirect feedback, highly anxious student teachers had a clear preference to direct and comprehensive feedback. Their WCF practices were found affected by five factors, including their conception of English writing, concerns of teacher professional credibility and work ethics, concerns of student cognition and motivation, confidence in students' ability, and their feedback experience as students and student teacher during teaching practicum. These factors were synthesized into a grounded-theory model of four internal forces that drive student teachers towards either a focus-on-form, direct, comprehensive approach to WCF or a broad-based, indirect and selective approach. Suggestions were made for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01