Effect of Dialogue Journal Writing through the Use of Conventional Tools and E-mail on Writing Anxiety in the ESL Context

Maryam Foroutan and Nooreen Noordin

English Language Teaching, 2012, vol. 5, issue 1, 10

Abstract: ESL/EFL Anxiety has been reported as one of the foremost factors affecting ESL learners’ performance. Hence, identifying methods to assist language learners to alleviate their ESL anxiety deserve to be considered by the educators. This study compared the effect of dialogue journal writing (DJW) through two different modes of learning and teaching- conventional (using pen and paper or Microsoft Word) and online (using e-mail) on the writing anxiety. Forty-two students from an intact class undergoing the TESL program participated in the study. After going through seven weeks where students wrote their dialogue journals (using two different tools) in dyadic groups, pre and posttest writing anxiety questionnaire (Second Language Writing Anxiety Inventory) showed statistically no significant difference between groups in terms of writing anxiety, however mean scores revealed that e-mail group’s writing anxiety have been alleviated greater than their counterparts in conventional group. It shows e-mail has potential in assisting students in lowering their anxiety towards writing.

Date: 2012
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/13872/9518 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/13872 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:5:y:2012:i:1:p:10

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().