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The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
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In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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Дистанционный курс письменной коммуникации по немецкому языку как иностранному
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In: Nauchnyy Dialog / Scientific Dialogue ; 10 ; 324-333 (2019)
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Принципы организации смешанного курса по немецкому языку как иностранному на платформе Moodle
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In: Nauchnyy Dialog / Scientific Dialogue ; 4 ; 340-352 (2019)
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An investigation of changes in L2 writing anxiety between blended and conventional English language learning context
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An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context
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Abstract:
This study investigated the influence of blended vs. conventional writing environments and L2 proficiency on cognitive, somatic, and behavioral components of L2 English writing anxiety. Second language anxiety was measured using Cheng’s (2004) Second Language Writing Anxiety Inventory (L2WAI) which measures cognitive, somatic, and behavioral components of L2 writing anxiety. Students were separated into a blended learning group that completed writing assignments through online forums and a conventional pen-and-paper group that completed writing assignments by hand. Students in both groups were required to write 200-300 words per task as well as provide feedback to two other students for each task. Students in the blended learning group provided feedback through the course learning management system while those in the conventional group provided feedback in class. Behavioral anxiety was found to be the highest for both groups followed by somatic and then cognitive. Post-L2WAI results found that blended learning students reported increases in behavioral anxiety while conventional pen-and-paper ones had increases in somatic anxiety. No decreases in anxiety were observed. A positive linear relationship was found when comparing L2 writing anxiety and L2 proficiency. Qualitative data from open-ended survey items provided better understanding to student perceptions of L2 writing anxiety. Research findings provide support for pedagogical recommendations to mitigate L2 writing anxiety.
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Keyword:
1203 Language and Linguistics; 1706 Computer Science Applications; 3310 Linguistics and Language; Blended learning; Computer aided language learning; Writing anxiety; Writing instruction; Written feedback
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URL: https://espace.library.uq.edu.au/view/UQ:982a2eb
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Exploring optimal pronunciation teaching: integrating instructional software into intermediate-level EFL classes in China
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IMMERSE: Interactive Mentoring for Multimodal Experiences in Realistic Social Encounters
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In: DTIC (2015)
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| 8 |
Vom Vokabelheft zum Lernen mit einer Lernkartei-Software
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In: DaF-Szene Korea ; 35 ; 55-61 ; Einsatz visueller Medien im DaF-Unterricht (2014)
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| 9 |
Adding Statistical Machine Translation Adaptation to Computer-Assisted Translation
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In: DTIC (2013)
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Modeling and Evaluation of Computer-Assisted Spelling Learning in Dyslexic Children ...
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| 11 |
A multimedia framework for effective language training
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In: Technical Report / ETH Zurich, Department of Computer Science, 570 (2011)
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Modeling and Evaluation of Computer-Assisted Spelling Learning in Dyslexic Children
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| 14 |
Language-Independent Clone Detection Applied to Plagiarism Detection
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In: Source Code Analysis and Manipulation (SCAM), 2010 10th IEEE Working Conference on ; https://hal.archives-ouvertes.fr/hal-01067165 ; Source Code Analysis and Manipulation (SCAM), 2010 10th IEEE Working Conference on, Sep 2010, Timisoara, Romania. pp.77 - 86, ⟨10.1109/SCAM.2010.19⟩ (2010)
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| 15 |
The Impact of Interpretation Problems on Tutorial Dialogue
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In: DTIC (2010)
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TIACRITIS System and Textbook: Learning Intelligence Analysis through Practice
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In: DTIC (2010)
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| 17 |
Metacognitive Awareness versus Linguistic Politeness: Expressions of Confusion in Tutorial Dialogues
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In: DTIC (2009)
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| 18 |
Learning to Decode Nonverbal Cues in Cross-Cultural Interactions
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In: DTIC (2009)
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Automatically Generating Reading Comprehension Look-Back Strategy: Questions from Expository Texts
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In: DTIC (2008)
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ALASKA: Applet and Library Augmented Shared Knowledge Areas (Shared Workspace Project or Shared Spaces with Agents and Actors)
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In: DTIC (2008)
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