Second Language Writing Anxiety, Computer Anxiety, Motivation and Performance in a Classroom versus a Web-based Environment

This study examined the impact of writing anxiety, computer anxiety and motivation on language learning for 45 ESL adult learners enrolled in an English grammar and writing course. Two sections of the course were offered in a traditional classroom setting whereas two others were given in a hybrid form that involved distance learning. Contrary to previous research (Pajares, 2003; Pajares & Valiante, 1996), writing anxiety showed no correlation with learning performance, whereas computer anxiety only yielded a positive correlation with performance in the case of classroom learners. There were no significant differences across learning environments on any measures. These results are explained in light of the role computer technologies now play in our society as well as the merging of sociodemographic profiles between classroom and distance learners. Our data suggest that comparisons of profiles between classroom and distance learners may not be an issue worth investigating anymore in language studies, at least in developed countries.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

Université TÉLUQ

Year dc:date.issued

2012

Author dc:creator

• Dracopoulos, Effie

Language dc:language

fr