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    Tytuł:
    Anxiety over EFL speaking and writing: A view from language classrooms
    Autorzy:
    Gkonou, Christina
    Powiązania:
    https://bibliotekanauki.pl/articles/780699.pdf
    Data publikacji:
    2011-08
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English language anxiety
    teaching writing
    sociolinguistics of language learning
    Opis:
    The assumption that foreign language learners experience a high level of anxiety mainly when faced with speaking activities implies that research should focus on those learners prone to anxiety over that skill. Despite not being widely investigated, foreign language writing anxiety also seems to be a concern for a large number of students. Drawing on questionnaire findings, the study reported in this article examined the nature of, and the connection between the English language classroom speaking and writing anxiety of 128 Greek EFL learners in private language school settings. Speaking anxiety was operationalised by Horwitz, Horwitz, and Copeʼs (1986) Foreign Language Classroom Anxiety Scale, and writing anxiety was measured by Gungle and Taylorʼs (1989) ESL version of the Daly and Millerʼs (1975) Writing Apprehension Test. Interconstruct and intraconstruct associations between the two instruments were examined through principal components analysis with varimax rotation and correlations check. A significant and high correlation was found between classroom anxiety and speaking anxiety, thus indicating that the English language classroom context is a source of speaking anxiety. Writing anxiety was found to load primarily on items relating to attitudes towards writing in English followed by self-derogation for the process and fear of negative evaluation by the teachers and/or by fellow students. On the basis of the findings, suggestions are made concerning the reassessment of the influence that writing anxiety exerts on classroom performance and the adoption of teaching techniques that promote topic-centred process writing.
    Źródło:
    Studies in Second Language Learning and Teaching; 2011, 1, 2; 267-281
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment
    Autorzy:
    Dracopoulous, Effie
    Pichette, Francois
    Powiązania:
    https://bibliotekanauki.pl/articles/780923.pdf
    Data publikacji:
    2011-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    writing anxiety
    computer anxiety
    second language learning
    ESL
    distance learning
    Opis:
    The 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.
    Źródło:
    Studies in Second Language Learning and Teaching; 2011, 1, 1; 101-117
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Foreign language writing anxiety among adult advanced learners of English
    Autorzy:
    Marzec-Stawiarska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/577069.pdf
    Data publikacji:
    2012
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    writing anxiety
    writing apprehension
    writer's block
    writing skills
    English as foreign language
    Opis:
    The article aims to discuss foreign language writing anxiety and present the results of the study which was to investigate whether writing apprehension can be observed among advanced adult learners of English. Analysing anxiety from a three dimensional perspective proposed by Lang (1971) the study revealed that advanced adult students most intensely experience cognitive anxiety whose most prevailing symptoms are panic, worry and elements of test anxiety. Somatic anxiety has also been observed in this group of participants with heart pounding, freezing up, mind going blank and jumbled thoughts as the most common symptoms. Finally, the research revealed that avoidance behaviour appears infrequently among advanced writers. The research results have been used as the basis for formulating pedagogical implications on how to reduce students’ writing apprehension.
    Źródło:
    Linguistica Silesiana; 2012, 33; 221-239
    0208-4228
    Pojawia się w:
    Linguistica Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wpływ oceny koleżeńskiej na lęk przed pisaniem u studentów
    The Impact of Peer-Assessment on Writing Anxiety in University Students
    Autorzy:
    Czura, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/2140707.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
    Tematy:
    lęk przed pisaniem
    ocenianie koleżeńskie
    umiejętność pisania
    glottodydaktyka
    writing anxiety
    peer-assessment
    writing
    foreign language teaching
    Opis:
    Lęk językowy jest jednym z najważniejszych czynników wpływających na umiejętność komunikowania się w języku obcym. Poprzez dobór odpowiednich technik i sposobów nauczania nauczyciel może podjąć próbę wyeliminowania lub obniżenia poczucia lęku. Niniejszy artykuł przedstawia wyniki przeprowadzonego na dwóch grupach studentów quasi-eksperymentu, którego głównym celem było określenie związku między zastosowaniem oceniania koleżeńskiego a poziomem lęku przed pisaniem w języku angielskim. Podstawą pomiaru poziomu lęku przed pisaniem był kwestionariusz składający się z pytań otwartych i zamkniętych. Wyniki badania wykazały, że wprowadzenie oceniania koleżeńskiego na zajęciach przyczyniło się do obniżenia poziomu lęku przed pisaniem. Co więcej, studenci wyrazili pozytywne opinie na temat nowego podejścia do udzielania informacji zwrotnej o swoich pracach pisemnych.
    Foreign language anxiety is one of the most important factors that affect communication in a foreign language. The teacher can lessen or eliminate anxiety by introducing appropriate teaching techniques and creating a positive atmosphere in the language classroom. The study mentioned in this article aims to present the results of a quasi-experiment conducted to verify whether implementing peer-assessment in a group of university students would affect their level of writing anxiety. The data were collected by the means of a questionnaire consisting of both closed-ended and open-ended question. The results indicate that peer-assessment contributed to lowering the level of writing anxiety. What is more, the participants of the study expressed positive opinions about the new form of providing feedback to their writing assignments.
    Źródło:
    Teraźniejszość – Człowiek – Edukacja; 2016, 19, 4(76); 97-114
    1505-8808
    2450-3428
    Pojawia się w:
    Teraźniejszość – Człowiek – Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Close reading/reading closely a twórcze pisanie. O prze-pisywaniu literatury w programie nauczania twórczego pisania
    Close Reading/Reading Closely and Creative Writing. Re-writing of Literature in the Course of Study Creative Writing
    Autorzy:
    Lemann, Natalia
    Powiązania:
    https://bibliotekanauki.pl/articles/579153.pdf
    Data publikacji:
    2017
    Wydawca:
    Łódzkie Towarzystwo Naukowe
    Tematy:
    re-writing literature
    close reading
    creative writing
    the anxiety of influence
    apocrypha
    Opis:
    This paper is concerned with the methodological, practical and analytical dimension of creative writing training. Lectures and seminars for first year students „Literary masterpieces of XX–XXI Century”, have been dedicated to the education of close reading skills, which is an introduction to the skills of creative writing, understood as re-writing, or re-formulation of canonical literary texts. Creative writing students have been instructed how to find their own voice on the margins of famous texts. This approach for creative writing education is presented by Nicholas Delbanco, author of The Sincerest Form. Writing Fiction by Imitation. Close reading and creative re-writing of canonical literary works is a significant exercise of stylization, pastiche, narrative modes, point-of-view technique, focalization and world and character building processes. Exercises like these are not only creative writing training but also a workout of critical thinking, based on influential paradigms like post-colonialism, feminism, cultural studies, due to the subversive potential of re-written literature. This is an interesting challenge for both sides of the education process: for students and for academic teachers. This paper is a review of analytical procedures, practical exercises, questions and issues which were given to students during a course on „Literary masterpieces of XX–XXI Century” (dedicated to Lord Jim by J. Conrad, The Death in Venice by T. Mann; The Stranger by A. Camus) and an opportunity to present students’ short stories and exam task fragments.
    Źródło:
    Zagadnienia Rodzajów Literackich; 2017, 60, 1 (121); 57-75
    0084-4446
    Pojawia się w:
    Zagadnienia Rodzajów Literackich
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CULTURAL DIVERSITY IN ENGLISH LANGUAGE LEARNING IN THAILAND AND LATVIA
    Autorzy:
    Rudzinska, Ieva
    Khampirat, Buratin
    Powiązania:
    https://bibliotekanauki.pl/articles/628206.pdf
    Data publikacji:
    2019
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    English language learning anxiety scale (ELLAS), leisure time use of reading and writing activities in English (RWA), undergraduate sport science students
    Opis:
    Aim. The article examines the characteristics of learning English in students from different cultural backgrounds – Thailand and Latvia. We aimed to gain empirical evidence of how the cultural background influences student leisure time English language learning habits and their English language learning anxiety. Concept and Methods. In the study two questionnaires were used: leisure time use of reading and writing activities in English (RWA), and English language learning anxiety scale (ELLAS). RWA included five areas of leisure time use of reading and writing activities:  using Internet or e-mail, writing regularly, reading regularly, watching TV or movies, and having checker; ELLAS consisted of four subscales - Communication Anxiety, Fear of Negative Evaluation, Test Anxiety, and English Classroom anxiety. The participants in the study were 95 undergraduate sports science program students from Thailand and Latvia – Thai students were 50, and 45 students represented Latvia. The research was carried out in two stages, first one being a pilot study. Results and Conclusions. The results showed that Thai and Latvian students showed more similarities in their leisure time use of reading and writing activities in English than differences: they often watched movies and TV, but rarely were reading and writing to improve their English. Latvian students spent more time watching TV, movies, reading regularly, using Internet or e-mail than Thai students (p < .01 and .05). Both Thai and Latvian students experienced moderately elevated communication anxiety, fear of negative evaluation, test anxiety, and English classroom anxiety. However, Thai students had higher anxiety than Latvian students in all aspects of ELLAS (independent samples t-test, statistically significant level of .01).  
    Źródło:
    Journal of Education Culture and Society; 2019, 10, 1; 219-233
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE AFFECTIVE SIDE OF WRITING MA THESES IN APPLIED LINGUISTICS
    Autorzy:
    Wach, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/442925.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    pisanie akademickie
    prace magisterskie
    czynniki afektywne
    lęk związany z pisaniem
    emocje
    strategie afektywne
    academic writing
    MA theses
    affective factors
    writing anxiety
    emotions
    affective strategies
    Opis:
    Academic writing, which necessitates a coordination of multiple higher-level cognitive skills, poses a challenge to graduate students. The heightened cognitive demands often cause negative emotions, such as stress, frustration, discouragement, but can also evoke positive ones, such as pride, satisfaction, and a feeling of accomplishment. This article reports the findings of a longitudinal qualitative study which aimed at exploring the emotions experienced by the participants, eleven students in an MA seminar, in the process of working on their theses, and the affective strategies they used. The data were collected through diaries kept by the participants over one academic year in which they recorded the emotions that accompanied them during the writing task. The data revealed a fluctuating and dynamic nature of the negative and positive emotions, out of which frustration and satisfaction were the most frequently experienced by the participants. Moreover, a range of affective strategies to control emotions and persist in writing were identified in the diary excerpts. The study illuminates the need to cater to the emotional side of graduate students’ thesis writing by providing them with support and appropriate training in self-regulation.
    Źródło:
    Neofilolog; 2019, 52/1; 119-137
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students
    Autorzy:
    Fathi, Jalil
    Derakhshan, Ali
    Safdari, Maryam
    Powiązania:
    https://bibliotekanauki.pl/articles/2121907.pdf
    Data publikacji:
    2020
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    Alternative assessment
    portfolio assessment
    writing performance
    writing anxiety
    EFL
    Opis:
    Although the usefulness of alternative assessment in second language (L2) classrooms has been extensively recognized by scholars, the use of the various types of alternative assessment in English as a Foreign Language (EFL) contexts has not received adequate attention by L2 practitioners. To contribute to this line of research, the present research sought to examine the impact of a portfolio-based writing instruction on writing performance and writing anxiety of EFL students. To this end, a number of 41 EFL learners were recruited as the participants of this study. They were then randomly divided to an experimental group (N=21) and a control group (N=20). The participants in the experimental group received portfolio-based writing instruction, whereas the control group received the regular writing instruction with no archiving of students’ drafts in portfolios. Timed-writing tasks and the Second Language Writing Anxiety Inventory (SLWAI) were employed to collect the data. The results obtained from ANCOVA analysis revealed that the portfolio-based writing instruction aided the participants in improving their writing performance more than the control group. Moreover, it was found that the use of portfolios significantly reduced the L2 writing anxiety of the participants while the traditional writing instruction did not have any significant impact on L2 writing anxiety of the control group. The pedagogical implications for portfolio-based writing instruction are discussed finally.
    Źródło:
    Polish Psychological Bulletin; 2020, 51, 3; 226-235
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Jak zwyciężyć nie walcząc? Dzienniki Żeromskiego a płeć pisania
    How to Win without Combat? Żeromski’s Journals and Gender of Writing
    Autorzy:
    Chyła, Karolina
    Powiązania:
    https://bibliotekanauki.pl/articles/2011081.pdf
    Data publikacji:
    2021
    Wydawca:
    Ośrodek Badawczy Facta Ficta
    Tematy:
    Stefan Żeromski
    private journals
    writing
    anxiety of influence
    feminist critique
    Opis:
    This article presents Stefan Żeromski’s long journal-keeping practice used as a tool of more or less effective autotherapy and a private, self-governed course of creative writing. Making his way to Polish literature, Żeromski is first guided by his zealous and charismatic teacher from Kielce higschool, Antoni Gustaw Bem, who promotes an agonistic, harsh and aggressive vision of the cultural tradition and writing process which, for a modern ear, mirrors Harold Bloom’s anxiety of influence. However, his devoted and loving student finds another, milder perspective, built on enchantment, passion and the literary sense of belonging. Żeromski’s hot, somatic and extremely intimate attitude toward his work is illustrated by strikingly female writing metaphors such as novelist’s labor compared to the experience of pregnancy or to the activity of a spider persistently making its subtle web. In the second part of this article, the author aims to show that the critical discourse surrounding his profoundly involved literature, a discourse burdened with fear and abjection, bears a close resemblance to the methods of hushing and exorcising women’s voices identified as weird and hysterical.
    Źródło:
    Facta Ficta. Journal of Theory, Narrative & Media; 2021, 7, 1; 295-311
    2719-8278
    Pojawia się w:
    Facta Ficta. Journal of Theory, Narrative & Media
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Using Character Strengths to Address English Writing Anxiety
    Autorzy:
    Gregersen, Tammy
    MacIntyre, Peter D.
    Buck, Rachel
    Powiązania:
    https://bibliotekanauki.pl/articles/1371429.pdf
    Data publikacji:
    2021-07-09
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    signature strengths
    writing anxiety
    positive psychology
    Opis:
    Positive psychology has been introduced to the applied linguistics literature with the broad goal of improving the experience of language learners and teachers through a variety of interventions (MacIntyre & Mercer, 2014; Gabryś-Barker & Gałajda, 2016). “The aim of positive psychology is to catalyze a change in psychology from preoccupation only with repairing the worst things in life to also building the best qualities in life” (Seligman &Csikszentmihalyi, 2000, p. 5). One significant contribution of this young field has been a series of empirically-tested positive psychology interventions (PPIs) that have been shown to increase positive emotion, reduce distress, and/or improve well-being (Seligman, Steen, Park, & Peterson, 2005; Sin & Lyubormirsky, 2009). In the present research, we examine one application of a PPI involving a focus on using character strengths as a way to address language anxiety. Through a case study analysis, we demonstrate the ways that this intervention was beneficial for the student.             
    Źródło:
    Theory and Practice of Second Language Acquisition; 2021, 7, 2; 11-35
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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