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

Foroutan, Maryam; Noordin, Nooreen

doi:10.5539/elt.v5n1p10

Cited by 20 publications

(15 citation statements)

References 22 publications

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“…FLA was reduced in all groups, but no between-group difference was found. Using email for dialogue journal writing to enhance student–student interactions ( Foroutan and Noordin, 2012 ) and synchronous text chat between a teacher and a student ( Baralt and Gurzynski-Weiss, 2011 ) were not effective in reducing FLA. Many other studies did not use a control group.…”

Section: Resultsmentioning

confidence: 99%

Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach

Toyama

Yamazaki

2021

Front. Psychol.

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Experimental studies have developed, conducted, and evaluated classroom interventions for foreign language anxiety (FLA) reduction. However, various characteristics of those classroom interventions make it difficult to synthesize the findings and apply them to practice. We conducted what is, to the best of our knowledge, the first systematic review on educational interventions for FLA. Six criteria were established for inclusion of studies. Using English keywords, we identified 854 potentially eligible studies through ProQuest and Scopus, 40 of which were finally included. All included studies were published from 2007 to 2020. The studies differed in type of intervention, duration of intervention, and scale to measure FLA. Our systematic review resulted in seven features of classroom interventions, categorized as student–student interactions, student-teacher interactions, self-management, and mood boosters; we also categorized interventions as either individual or interactional.

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Section: Resultsmentioning

confidence: 99%

Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach

Toyama

Yamazaki

2021

Front. Psychol.

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“…A study conducted by dialogue journal improves students' critical thinking abilities as opposed to using ordinary English writing tasks. Dialogue journals are beneficial to emergent readers and writers (Bloem, 2004;Alexander, 2001), and to reduce students' anxiety (Foroutan, 2012). Journal writing had a significant positive effect on students' grammar knowledge and enhanced their confidence in writing (Rokni and Seifi, 2013;Hemmati & Sultanpour, 2012;Erkan, 2011;Hsu, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Dialogue Journal Writing on Students’ Writing Ability

Yulianawati¹,

Saleh²,

Mujiyanto³

et al. 2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

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Writing is a complex task and considered as one of the most difficult skills in learning English. Writing is the best way to practice language because it can be used to communicate, explore other subjects, and show students social identities. As explicit literacy skills are modeled through dialogue, the engagement of students needs to be considered. This study aimed at investigating the use of using dialogue journal Writing (DJW) in improving students' ability in writing argumentative text. This study, which followed the experimental design, was conducted in a class of 30 students at a university in Indramayu. During one semester, the dialogue journal writing (DJW) was used as the treatment to teach writing. Questionnaire was given to students to express their perception to the use of dialogue journal in their classroom. The writing scores of the pretests and posttests were compared using a t test to determine if there is any significant improvement in the students' writing performance after using dialogue journal.

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“…Additional in class activities aim to: help learners express their anxiety and problems in a non-threatening environment and share these experiences with peers; form coping strategies for specific language learning situations which are anxiety provoking for the learner; encourage learners to understand their feelings and actions and form a sincere communication with the teacher; help learners set reasonable goals (Crookall & Oxford, 1991). For detailed information regarding additional in class activities please refer to Foss & Ritzel, 1988;Crookall & Oxford, 1991;Young, 1991;Foroutan, & Noordin, 2012;Curry, 2014. Foreign language anxiety can be measured in three major ways: behavioral observation/rating, physiological assessment and self-reports (Zheng, 2008). The most widely used means of measuring foreign language classroom anxiety is the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Hoewitz, Horwirz and Cope (1986).…”

Section: Foreign Language Learning Anxietymentioning

confidence: 99%

Exploring the relationship between language learning beliefs and foreign language classroom anxiety

Palinkaševic¹,

Brkic²

2020

Istraživanja u pedagogiji

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Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.

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

Cited by 20 publications

References 22 publications

Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach

Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach

The Effect of Dialogue Journal Writing on Students’ Writing Ability

Exploring the relationship between language learning beliefs and foreign language classroom anxiety

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