{"id":{"repo_id":"unlv","oai_identifier":"oai:oasis.library.unlv.edu:rtds-1371"},"canonical_url":"https://search.dev.ndltd.org/etd/unlv/oai:oasis.library.unlv.edu:rtds-1371","repository":{"repo_id":"unlv","name":"University of Nevada - Las Vegas","base_url":"https://oasis.library.unlv.edu/do/oai/"},"display":{"title":"Writing apprehension and the computer classroom","abstract":"This study was undertaken to determine if computers affect writing apprehension. Both experimental and clinical methodologies were employed in the form of surveys and interviews, respectively. The results indicate that computers have no measurable effect on students' writing apprehension; Instructors' backgrounds are examined, followed by their perceptions of writing apprehension and computers. The students' experiences with computers and composition and their perceptions of writing apprehension and computers are also examined. Significant variations in experience and backgrounds brought to the classroom by both instructors and students indicate that writing apprehension is as individual as are students who experience it. These same results also indicate that instructors who must deal with writing apprehension cannot be expected to do so if they are unaware of its existence; This study concludes with a call for further research, particularly research which addresses the significance of the instructor to writing apprehensive students, computers or no.","abstract_html":"This study was undertaken to determine if computers affect writing apprehension. Both experimental and clinical methodologies were employed in the form of surveys and interviews, respectively. The results indicate that computers have no measurable effect on students' writing apprehension; Instructors' backgrounds are examined, followed by their perceptions of writing apprehension and computers. The students' experiences with computers and composition and their perceptions of writing apprehension and computers are also examined. Significant variations in experience and backgrounds brought to the classroom by both instructors and students indicate that writing apprehension is as individual as are students who experience it. These same results also indicate that instructors who must deal with writing apprehension cannot be expected to do so if they are unaware of its existence; This study concludes with a call for further research, particularly research which addresses the significance of the instructor to writing apprehensive students, computers or no.","abstract_has_math":false,"creators":["Alarid, Jennifer Ann"],"institution":"University of Nevada, Las Vegas","degree_name":"Master of Arts (MA)","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1994,"date_issued":"1994-01-01T08:00:00Z","date_published":"1994-01-01T08:00:00Z","updated_at":"2026-07-24T05:24:22Z","subjects":[],"languages":["English"],"rights":["IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://oasis.library.unlv.edu/rtds/372"],"render_values":[{"text":"https://oasis.library.unlv.edu/rtds/372","href":"https://oasis.library.unlv.edu/rtds/372","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.25669/j3ym-1w9n","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Alarid, Jennifer Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["University of Nevada, Las Vegas"]},{"key":"dc:type","label":"Dc Type","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["10.25669/j3ym-1w9n","https://oasis.library.unlv.edu/rtds/372","https://oasis.library.unlv.edu/context/rtds/article/1371/viewcontent/uc.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was undertaken to determine if computers affect writing apprehension. Both experimental and clinical methodologies were employed in the form of surveys and interviews, respectively. The results indicate that computers have no measurable effect on students' writing apprehension; Instructors' backgrounds are examined, followed by their perceptions of writing apprehension and computers. The students' experiences with computers and composition and their perceptions of writing apprehension and computers are also examined. Significant variations in experience and backgrounds brought to the classroom by both instructors and students indicate that writing apprehension is as individual as are students who experience it. These same results also indicate that instructors who must deal with writing apprehension cannot be expected to do so if they are unaware of its existence; This study concludes with a call for further research, particularly research which addresses the significance of the instructor to writing apprehensive students, computers or no."]},{"key":"dc:format","label":"Dc Format","values":["pdf"]},{"key":"dc:title","label":"Title","values":["Writing apprehension and the computer classroom"]}]}],"canonical_facts":{"dc:creator":["Alarid, Jennifer Ann"],"dc:description.abstract":["This study was undertaken to determine if computers affect writing apprehension. Both experimental and clinical methodologies were employed in the form of surveys and interviews, respectively. The results indicate that computers have no measurable effect on students' writing apprehension; Instructors' backgrounds are examined, followed by their perceptions of writing apprehension and computers. The students' experiences with computers and composition and their perceptions of writing apprehension and computers are also examined. Significant variations in experience and backgrounds brought to the classroom by both instructors and students indicate that writing apprehension is as individual as are students who experience it. These same results also indicate that instructors who must deal with writing apprehension cannot be expected to do so if they are unaware of its existence; This study concludes with a call for further research, particularly research which addresses the significance of the instructor to writing apprehensive students, computers or no."],"dc:format":["pdf"],"dc:identifier":["10.25669/j3ym-1w9n","https://oasis.library.unlv.edu/rtds/372","https://oasis.library.unlv.edu/context/rtds/article/1371/viewcontent/uc.pdf"],"dc:language":["English"],"dc:publisher":["University of Nevada, Las Vegas"],"dc:rights":["IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/"],"dc:title":["Writing apprehension and the computer classroom"],"dc:type":["Text"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:24:22Z"}