Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors' Perspectives
Saved in:
| Title: | Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors' Perspectives |
|---|---|
| Language: | English |
| Authors: | Lin, Grace Hui Chin, Larke, Patricia J., Jarvie, Douglas S., Chien, Paul Shih Chieh |
| Source: | English Language Teaching. 2018 11(1):33-45. |
| Availability: | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Foreign Countries, Majors (Students), English (Second Language), Second Language Learning, Second Language Instruction, Anxiety, Learning Processes, Advanced Courses, College Students, Writing Apprehension, Writing Instruction, Teacher Student Relationship, Language Teachers, College Faculty, Time Management, Peer Relationship, Competition, Student Attitudes, Qualitative Research, Interviews, Writing Evaluation, Measures (Individuals) |
| Geographic Terms: | Taiwan |
| ISSN: | 1916-4742 |
| Abstract: | Anxiety (e.g., Dallos, 1976, 2006; Krashen, 2003, 2016) sometimes might be unavoidable in the learning process, because the cognitive and intellectual systems are usually connected with emotional factors. This empirical study was conducted in an English majors' advanced-level writing course to explore relevant explanations about why Taiwanese university students experienced "anxiety" (Tomlinson, 1981, 2016). Seventeen participants of junior grade at a southern Taiwan university had cooperated with their teacher to examine their anxiety occurring during writing in English. The findings discovered five key issues explaining their apprehension including mentioned (1) time restriction, (2) teacher evaluation, (3) peer competition, (4) uninteresting writing topics. The fifth factor repeated by most of the student is displayed by this study. The study implies the anxiety should be a negative impact upon language learning. |
| Abstractor: | As Provided |
| Number of References: | 46 |
| Entry Date: | 2017 |
| Accession Number: | EJ1162486 |
| Database: | ERIC |
| Abstract: | Anxiety (e.g., Dallos, 1976, 2006; Krashen, 2003, 2016) sometimes might be unavoidable in the learning process, because the cognitive and intellectual systems are usually connected with emotional factors. This empirical study was conducted in an English majors' advanced-level writing course to explore relevant explanations about why Taiwanese university students experienced "anxiety" (Tomlinson, 1981, 2016). Seventeen participants of junior grade at a southern Taiwan university had cooperated with their teacher to examine their anxiety occurring during writing in English. The findings discovered five key issues explaining their apprehension including mentioned (1) time restriction, (2) teacher evaluation, (3) peer competition, (4) uninteresting writing topics. The fifth factor repeated by most of the student is displayed by this study. The study implies the anxiety should be a negative impact upon language learning. |
|---|---|
| ISSN: | 1916-4742 |
