The Effect of Peers’ and Teacher’s E-Feedback on Writing Anxiety Level Through CMC Applications

Mohamad Yahya Abdullah, Supyan Hussin, Mohanaad Shakir

Abstract


Abstract—Computer Supported Collaborative Learning (CSCL) promotes learners to be more confident and self-directed in addition to enhancing their knowledge and general information throughout the peers’ and teacher’s electronic feedback (E-feedback). This study was carried out with 28 Master EFL/ESL students who registered in the elective course of Computer Application in ESOL. To examine the influence of peers’ and teacher’s electronic feedback on ESL writing anxiety level as well as their writing performance, Second Language Writing Anxiety Inventory (SLWAI) and semi-structured Interviews were employed. The major finding from the Paired T-Test which were performed on the pre-post of (SLWAI) revealed that a significant difference between them (p<.009) that reflected respondents’ tendency to decrease their writing anxiety level after using peers’ and teacher’s e-feedback. Moreover, data collected from the interviews reported that the respondents perceived the e-feedback from peers and teacher as an important way to improve their writing performance.

Keywords


-Computer Supported Collaborative Learning; CMC applications, Writing Anxiety; E-Feedback.

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Copyright (c) 2018 Mohamad Yahya Abdullah, Mohanaad Shakir


International Journal of Emerging Technologies in Learning. ISSN: 1863-0383
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