Effect of Dialogue Journal Writing through the Use of Conventional Tools and E-mail on Writing Anxiety in the ESL Context

Maryam Foroutan, Nooreen Noordin

Abstract


ESL/EFL Anxiety has been reported as one of the foremost factors affecting ESL learners’ performance. Hence, identifying methods to assist language learners to alleviate their ESL anxiety deserve to be considered by the educators. This study compared the effect of dialogue journal writing (DJW) through two different modes of learning and teaching: conventional (using pen and paper or Microsoft Word) and online (using e-mail) on the writing anxiety. Forty-two students from an intact class undergoing the TESL program participated in the study. After going through seven weeks where students wrote their dialogue journals (using two different tools) in dyadic groups, pre and posttest writing anxiety questionnaire (Second Language Writing Anxiety Inventory) showed statistically no significant difference between groups in terms of writing anxiety, however mean scores revealed that e-mail group’s writing anxiety have been alleviated greater than their counterparts in conventional group. It shows e-mail has potential in assisting students in lowering their anxiety towards writing.


Full Text: PDF DOI: 10.5539/elt.v5n1p10

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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