Results 231 to 240 of about 67,503 (269)
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JALT Postconference Publication
This exploratory study investigated the effects of collaborative writing (CW), relative to individual writing (IW), on L2 writing anxiety and engagement among Japanese high school learners of English. Data were collected through questionnaires and open-ended responses from two classes: one group of CEFR A2 basic users (n=40) and another of A2 to B1 pre-
Naomi Sugahara
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This exploratory study investigated the effects of collaborative writing (CW), relative to individual writing (IW), on L2 writing anxiety and engagement among Japanese high school learners of English. Data were collected through questionnaires and open-ended responses from two classes: one group of CEFR A2 basic users (n=40) and another of A2 to B1 pre-
Naomi Sugahara
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International Journal of Applied Linguistics
ABSTRACT Using a person‐centered approach, the present study aimed to investigate the potential profiles of motivational regulation strategies for writing (MRSW) and examine the predictive effect of L2 writing anxiety on the membership of MRSW profiles.
Zhenlei Huang, Xinjian Hu, Hui Jin
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ABSTRACT Using a person‐centered approach, the present study aimed to investigate the potential profiles of motivational regulation strategies for writing (MRSW) and examine the predictive effect of L2 writing anxiety on the membership of MRSW profiles.
Zhenlei Huang, Xinjian Hu, Hui Jin
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An Investigation of EFL College Students’ L2 Academic Writing Anxiety
The British and American Language and Literature Association of KoreaIn order to explore L2 writers’ psychological aspects, this project investigated the academic writing anxiety experienced by Korean college students majoring in English. Accordingly, the present study made use of both quantitative and qualitative data. Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI) was administered to 150 participants
Hye-Joon Yoon
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ITL - International Journal of Applied Linguistics
Abstract This study examined the relationship between task-readiness factors, task complexity, and their impact on L2 writing task performance and anxiety in the task-based language teaching (TBLT) domain. The study aimed to address gaps in the TBLT literature by investigating the combined effects
Mahmoud Abdi Tabari, Mahsa Farahanynia
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Abstract This study examined the relationship between task-readiness factors, task complexity, and their impact on L2 writing task performance and anxiety in the task-based language teaching (TBLT) domain. The study aimed to address gaps in the TBLT literature by investigating the combined effects
Mahmoud Abdi Tabari, Mahsa Farahanynia
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Exploring the Differential Impacts of MT and GenAI on Multidimensional L2 Writing Anxiety
International Journal of Applied LinguisticsThis study investigated how machine translation (MT) and generative AI (GenAI) differentially influence multiple dimensions of L2 writing anxiety among 146 young Japanese EFL learners.
Keisuke Tanino
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International Journal of Linguistics Literature & Translation
This study examines the relationship between foreign language anxiety (FLA) and grammar awareness among Chinese EFL learners in IELTS writing. Analysis of 201 students revealed a significant positive correlation between FLA and grammar awareness (p < .01)
Chengyao Guo, Yinhui Wang
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This study examines the relationship between foreign language anxiety (FLA) and grammar awareness among Chinese EFL learners in IELTS writing. Analysis of 201 students revealed a significant positive correlation between FLA and grammar awareness (p < .01)
Chengyao Guo, Yinhui Wang
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Porta Linguarum. Revista Interuniversitaria de Did´áctica de las Lenguas Extranjeras
Learner individual differences can influence performance across various task types and complexity levels. This study explores how domain-specific anxiety affects second language (L2) learners' performance on familiar and less familiar writing tasks.
Ni Fan, Xuan Yu
semanticscholar +1 more source
Learner individual differences can influence performance across various task types and complexity levels. This study explores how domain-specific anxiety affects second language (L2) learners' performance on familiar and less familiar writing tasks.
Ni Fan, Xuan Yu
semanticscholar +1 more source