Influence of Anxiety in Affective Factors on the High School English Writing
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i8.4462
Abstract
This study explores the impact of free writing and peer feedback on English writing anxiety and writing performance among Chinese senior high school students. Two intact classes participated in a quasi-experimental design: a control group that got conventional writing instruction and an experimental group that regularly participated in free writing exercises with peer feedback. Both groups were given pre- and post-tests and written anxiety questionnaires. The data was analyzed using correlation analysis, independent samples t-tests, descriptive statistics. According to the results, students in the experimental group significantly improved their writing scores and reduced their writing anxiety when compared to the control group. Writing anxiety and writing performance were shown to be strongly negatively correlated (ρ = -0.761, p <.001), suggesting that worse writing achievement was linked to higher anxiety levels. According to the results, including free writing and peer feedback into English language training can be a useful tactic to lower anxiety and improve writing performance. This study provides useful implications for English teachers and curriculum designers in EFL situations and emphasizes the significance of addressing affective aspects in second language writing education.
Keywords
Affective Factors, English Writing, The Teaching of English Writing, free writing
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[2] Sinaga, A. R., Togatorop, F., Marpaung, T. I., & Purba, R. (2022). The effect of free writing technique on students’ writing ability. Jurnal Pendidikan, Sains Sosial, Dan Agama, 8(1), 352-361.
[3] Atiah, U., Baihaqi, A., & Utomo, D. W. (2023). Investigating the effect of free writing techniques on the writing skills of Indonesian junior high school students. Makna: Jurnal Kajian Komunikasi, Bahasa, Dan Budaya, 12 (1), 1–14.
[4] Hwang, J. A. (2010). A case study of the influence of free writing on writing fluency and confidence of EFL college-level students.
[5] Nordin, N. A., Zabidin, N., & Kamaludin, P. N. H. (2019). Students’ perception on the use of free writing in overcoming writing anxiety. Academic Journal of Business and Social Sciences, 3(2), 1-11.
[6] Scullin, B. L., & Baron, H. L. (2013). Using free writing notebooks to reduce writing anxiety for English language learners. California Reader, 47(1).
[7] Chen, J. H. (2019). Free writing can offset the EFL students’ anxiety of writing in English. Journal of Advances in Education and Philosophy, 3(12), 445-450.
[8] D’Mello, S., & Mills, C. (2014). Emotions while writing about emotional and non-emotional topics. Motivation and Emotion, 38(1), 140-156.
[9] Shao, KaiQi, WeiHua Yu, and ZhongMin Ji. “The relationship between EFL students' emotional intelligence and writing achievement.” Innovation in language learning and teaching 7.2 (2013): 107-124.
[10] Li, R. (2022). Understanding foreign language writing anxiety and its correlates. Frontiers in Psychology, 13, 1031514.
[11] Krashen, S (1987). The Input Hypothesis: Issues and Implications London: Longman.
[12] Yan, C. (2024). The Inducing Factors and Coping Strategies of English Writing Anxiety. The Educational Review, USA, 8(1), 103-108.
[13] Zhou, J., Wang, S., & Wang, J. (2022). Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator. Frontiers in Psychology, 13, 1012407.
[14] Güvendir, E., & Uzun, K. (2023). L2 writing anxiety, working memory, and task complexity in L2 written performance. Journal of Second Language Writing, 60, 101016.
[15] Marshall, S. (2009). A Case for Private Free writing in the classroom. Writing-Based Teaching: Essential Practices and Enduring Questions, 7-23.
[16] Song, Minjong. (1998). Experimental study of the effect of controlled vs. free writing and different feedback types on writing quality and writing apprehension of EFL college students. ERIC Document Reproduction Service, ED 423 703.
[17] Brande, Dorothea (1981). Becoming A Writer. TarcherPerigee. ISBN 0874771641.
[18] Elbow, Peter (1986). Embracing contraries: explorations in learning and teaching. New York: Oxford University Press. ISBN 978-0-19-503692-3.
[19] Lee, J., & Kim, S. (2022). The effects of free writing on Korean high school students’ English writing fluency and anxiety. TESOL Quarterly, 56(3), 768–792.
[20] Wang, Y., & Chen, X. (2021). Using free writing to foster writing skills and lower anxiety among Chinese EFL learners. Journal of Second Language Writing, 53, 101-116.
[21] Meyers, C., & Jones, T. B. (1993). Promoting Active Learning. Strategies for the College Classroom. Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.
[22] Liu, N-F. & Carless, D. (2006) Peer feedback: the learning element of peer assessment, Teaching in Higher Education, 11(3), 279-290.
[23] Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal, 8.
[24] Guardado, M., & Shi, L. (2007). ESL students’ experiences of online peer feedback. Computers and Composition, 24(4), 443-461.
[25] Wei, Y., & Liu, D. (2024). Incorporating peer feedback in academic writing: A systematic review of benefits and challenges. Frontiers in Psychology, 15, Article 1506725.
[26] Xu, Z., Zhang, L. J., & Parr, J. M. (2022). Incorporating peer feedback in writing instruction: Examining its effects on Chinese English-as-a-Foreign-Language (EFL) learners’ writing performance. International Review of Applied Linguistics in Language Teaching, 60(2), 183–204.
[27] Cheng, X., & Zhang, Y. (2024). Engaging secondary school students with peer feedback in L₂ writing classrooms: A mixed-methods study. Studies in Educational Evaluation, 81, Article 101337.
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