Kurniasih (2022) Teachers' strategies to alleviate students' writing anxiety in online writing classes and the students' perception of those strategies / Kurniasih</p>. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The current study aims at investigating students rsquo writing anxiety levels and their causes in online writing delivery during the Covid-19 pandemic. The students are assumed to experience a certain degree of anxiety because they have to adapt to the new situation. Furthermore voices from teachers and students are also considered by mapping out writing anxiety-reducing strategies and looking at students rsquo perceptions towards the teachers rsquo strategies. This study employs a mixed-method design. The quantitative data were gathered through Second Language Writing Anxiety Inventory (SLWAI) (Cheng 2004) Writing Anxiety Causes Questionnaire (WACQ) (Zhang 2011) and the students rsquo perceptions questionnaire. Furthermore qualitative was obtained through interview with teachers. A total of eight teachers and 274 students were recruited to participate in this study. The result of data analysis revealed that four students (1.5%) experienced low anxiety 120 students (43.8%) were at a moderate level and 150 students (54.7%) were at a high level. Among the types of anxiety somatic anxiety obtained the highest mean (3.5) compared to cognitive (3.2) and avoidance behavior (3.0) types. Regarding the cause of writing anxiety they experienced difficulties in writing due to lack of topical knowledge linguistics problems lack of writing practice fear of negative evaluation perceived stagnant writing ability insufficient writing technique and lack of effective feedback. The interview sessions aimed at mapping out the strategies used by teachers to alleviate students rsquo writing anxiety. It is found that teachers have used some strategies such as motivating the students to be confident creating an enjoyable classroom implementing self-select topics implementing a writing process approach giving both oral and written feedback implementing a combination of automated writing feedback tools teacher feedback and peer feedback and other strategies. In addition it is affirmed that students have positive perceptions towards the teachers rsquo strategies.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 20 Apr 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/271858 |
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