Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance
The purpose of this study is to compare the effects of dialogue journal writing to that of quickwriting in the teaching and learning of the English language. The effects of the treatments on language anxiety and writing performance were assessed. This ten week quasi-experimental study involved 96...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2004
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| Online Access: | http://psasir.upm.edu.my/id/eprint/6381/ http://psasir.upm.edu.my/id/eprint/6381/1/FPP_2004_5.pdf |
| _version_ | 1848840361122725888 |
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| author | Yahya, Saroya |
| author_facet | Yahya, Saroya |
| author_sort | Yahya, Saroya |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | The purpose of this study is to compare the effects of dialogue journal writing to that
of quickwriting in the teaching and learning of the English language. The effects of the
treatments on language anxiety and writing performance were assessed. This ten week
quasi-experimental study involved 96 matriculation college students.
Data was derived from questionnaires and writing performance test administered prior
to and after the treatments. Descriptive statistics, ANCOVA and t-test were employed
to analyse the data. The findings of the study revealed that dialogue journal writing
group's performance on language anxiety and writing showed significant improvement
than that of the quickwriting group. Significant differences between the two groups in
terms of communication apprehension and fear of negative evaluation levels were also
noted. In addition, the dialogue journal writing group was also seen to have significantly higher scores in the writing assessment categories namely content,
organization, language use, vocabulary and mechanics compared to that of the
quickwriting group. In sum, dialogue journal writing showed favourable effects on
language anxiety and writing performance.
The findings of the present study were in accordance with theoretical assumptions of
dialogue journal writing, language anxiety and writing performance. The results
provided support for the view that dialogue journal writing has the potential to bring
about a non-threatening language-learning atmosphere necessary to reduce language
anxiety and improve writing performance. The implication of the study suggests that
dialogue journal writing could be beneficial in lowering language anxiety and
improving writing quality in the second language classroom |
| first_indexed | 2025-11-15T07:26:07Z |
| format | Thesis |
| id | upm-6381 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English English |
| last_indexed | 2025-11-15T07:26:07Z |
| publishDate | 2004 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-63812023-10-26T06:19:32Z http://psasir.upm.edu.my/id/eprint/6381/ Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance Yahya, Saroya The purpose of this study is to compare the effects of dialogue journal writing to that of quickwriting in the teaching and learning of the English language. The effects of the treatments on language anxiety and writing performance were assessed. This ten week quasi-experimental study involved 96 matriculation college students. Data was derived from questionnaires and writing performance test administered prior to and after the treatments. Descriptive statistics, ANCOVA and t-test were employed to analyse the data. The findings of the study revealed that dialogue journal writing group's performance on language anxiety and writing showed significant improvement than that of the quickwriting group. Significant differences between the two groups in terms of communication apprehension and fear of negative evaluation levels were also noted. In addition, the dialogue journal writing group was also seen to have significantly higher scores in the writing assessment categories namely content, organization, language use, vocabulary and mechanics compared to that of the quickwriting group. In sum, dialogue journal writing showed favourable effects on language anxiety and writing performance. The findings of the present study were in accordance with theoretical assumptions of dialogue journal writing, language anxiety and writing performance. The results provided support for the view that dialogue journal writing has the potential to bring about a non-threatening language-learning atmosphere necessary to reduce language anxiety and improve writing performance. The implication of the study suggests that dialogue journal writing could be beneficial in lowering language anxiety and improving writing quality in the second language classroom 2004-03 Thesis NonPeerReviewed text en http://psasir.upm.edu.my/id/eprint/6381/1/FPP_2004_5.pdf Yahya, Saroya (2004) Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance. Masters thesis, Universiti Putra Malaysia. English Language - Rhetoric - Study and teaching (Secondary) Dialogues - Authorship - Study and teaching(Secondary) English |
| spellingShingle | English Language - Rhetoric - Study and teaching (Secondary) Dialogues - Authorship - Study and teaching(Secondary) Yahya, Saroya Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance |
| title | Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance |
| title_full | Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance |
| title_fullStr | Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance |
| title_full_unstemmed | Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance |
| title_short | Effects of Dialogue Journal Writing and Quickwriting on Language Anxiety and Writing Performance |
| title_sort | effects of dialogue journal writing and quickwriting on language anxiety and writing performance |
| topic | English Language - Rhetoric - Study and teaching (Secondary) Dialogues - Authorship - Study and teaching(Secondary) |
| url | http://psasir.upm.edu.my/id/eprint/6381/ http://psasir.upm.edu.my/id/eprint/6381/1/FPP_2004_5.pdf |