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A Comparison Of The Effects Of Pen-And-Paper And Email Dialogue Journal Writing On Writing Performance And Anxiety Among Tesl Undergraduates

The purpose of this study was to compare the influence of two methods in writing dialogue journals, pen-and-paper as conventional tools, in contrast to e-mail as online tool, on writing performance in terms of content, language, vocabulary, language use and organization as well as writing anxiety...

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Main Author: Foroutan, Maryam
Format: Thesis
Language:English
English
Published: 2009
Online Access:http://psasir.upm.edu.my/id/eprint/12416/1/FPP_2009_30A.pdf
http://psasir.upm.edu.my/id/eprint/12416/
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spelling my.upm.eprints.124162013-05-27T07:52:06Z http://psasir.upm.edu.my/id/eprint/12416/ A Comparison Of The Effects Of Pen-And-Paper And Email Dialogue Journal Writing On Writing Performance And Anxiety Among Tesl Undergraduates Foroutan, Maryam The purpose of this study was to compare the influence of two methods in writing dialogue journals, pen-and-paper as conventional tools, in contrast to e-mail as online tool, on writing performance in terms of content, language, vocabulary, language use and organization as well as writing anxiety. Measurement of writing performance was based on the ESL Composition Profile developed by Jacobs, Zinkgraf, Wormuth, Hartifel and Hughey (1981) and writing anxiety was measured by using the Second Language Writing Anxiety Inventory (SLWAI) from Cheng (2004). Forty two ESL students in their third semester took a course called “Computer Applications in TESL” participated in the study. Based on their expository writing grades obtained in the previous semester as well as race and gender; they were randomly assigned into two groups 1) e-mail dialogue journal writing and, 2) penand- paper dialogue journal writing. For the first session to obtain pre-test writing, all students were given topics to write and had to complete a pre-test writing anxiety questionnaire. Both groups received two different treatments. Participants in the e-mail dialogue journal group were asked to write dialogue journals to their secret pals by using e-mail while the participants in the pen-and-paper dialogue journal group, wrote their dialogues via pen and paper. Both groups kept corresponding dialogue journals in the class for a seven-week period. After going through seven weeks, post tests were conducted. All data were analyzed using SPSS to answer the hypotheses in the research. Independent-sample t-test and paired-sample t-test were utilized to compare two groups in terms of writing performance and writing anxiety. Results of the data analysis when two groups were compared showed that there is a significant difference between groups in terms of the overall writing performance and language use. However, the results for other components of writing performance; content, organization, vocabulary and mechanics as well as writing anxiety did not show statistically any significant difference between groups. The results for each group when pre and posttest overall writing performance were compared showed that there is a significant difference between groups i.e. participants in both groups have improved their writing performance due to using dialogue journals. Meanwhile, in terms of writing anxiety, paired sample t-test result showed there is no significant difference between pre and posttest writing anxiety for both groups. 2009-04 Thesis NonPeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/12416/1/FPP_2009_30A.pdf Foroutan, Maryam (2009) A Comparison Of The Effects Of Pen-And-Paper And Email Dialogue Journal Writing On Writing Performance And Anxiety Among Tesl Undergraduates. Masters thesis, Universiti Putra Malaysia. English
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
English
description The purpose of this study was to compare the influence of two methods in writing dialogue journals, pen-and-paper as conventional tools, in contrast to e-mail as online tool, on writing performance in terms of content, language, vocabulary, language use and organization as well as writing anxiety. Measurement of writing performance was based on the ESL Composition Profile developed by Jacobs, Zinkgraf, Wormuth, Hartifel and Hughey (1981) and writing anxiety was measured by using the Second Language Writing Anxiety Inventory (SLWAI) from Cheng (2004). Forty two ESL students in their third semester took a course called “Computer Applications in TESL” participated in the study. Based on their expository writing grades obtained in the previous semester as well as race and gender; they were randomly assigned into two groups 1) e-mail dialogue journal writing and, 2) penand- paper dialogue journal writing. For the first session to obtain pre-test writing, all students were given topics to write and had to complete a pre-test writing anxiety questionnaire. Both groups received two different treatments. Participants in the e-mail dialogue journal group were asked to write dialogue journals to their secret pals by using e-mail while the participants in the pen-and-paper dialogue journal group, wrote their dialogues via pen and paper. Both groups kept corresponding dialogue journals in the class for a seven-week period. After going through seven weeks, post tests were conducted. All data were analyzed using SPSS to answer the hypotheses in the research. Independent-sample t-test and paired-sample t-test were utilized to compare two groups in terms of writing performance and writing anxiety. Results of the data analysis when two groups were compared showed that there is a significant difference between groups in terms of the overall writing performance and language use. However, the results for other components of writing performance; content, organization, vocabulary and mechanics as well as writing anxiety did not show statistically any significant difference between groups. The results for each group when pre and posttest overall writing performance were compared showed that there is a significant difference between groups i.e. participants in both groups have improved their writing performance due to using dialogue journals. Meanwhile, in terms of writing anxiety, paired sample t-test result showed there is no significant difference between pre and posttest writing anxiety for both groups.
format Thesis
author Foroutan, Maryam
spellingShingle Foroutan, Maryam
A Comparison Of The Effects Of Pen-And-Paper And Email Dialogue Journal Writing On Writing Performance And Anxiety Among Tesl Undergraduates
author_facet Foroutan, Maryam
author_sort Foroutan, Maryam
title A Comparison Of The Effects Of Pen-And-Paper And Email Dialogue Journal Writing On Writing Performance And Anxiety Among Tesl Undergraduates
title_short A Comparison Of The Effects Of Pen-And-Paper And Email Dialogue Journal Writing On Writing Performance And Anxiety Among Tesl Undergraduates
title_full A Comparison Of The Effects Of Pen-And-Paper And Email Dialogue Journal Writing On Writing Performance And Anxiety Among Tesl Undergraduates
title_fullStr A Comparison Of The Effects Of Pen-And-Paper And Email Dialogue Journal Writing On Writing Performance And Anxiety Among Tesl Undergraduates
title_full_unstemmed A Comparison Of The Effects Of Pen-And-Paper And Email Dialogue Journal Writing On Writing Performance And Anxiety Among Tesl Undergraduates
title_sort comparison of the effects of pen-and-paper and email dialogue journal writing on writing performance and anxiety among tesl undergraduates
publishDate 2009
url http://psasir.upm.edu.my/id/eprint/12416/1/FPP_2009_30A.pdf
http://psasir.upm.edu.my/id/eprint/12416/
_version_ 1643825032775860224
score 13.211869

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