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Second Language Writing Anxiety, Computer Anxiety, Motivation and Performance in a Classroom versus a Web-based Environment [r-libre/611]

Dracopoulos, Effie (2012). Second Language Writing Anxiety, Computer Anxiety, Motivation and Performance in a Classroom versus a Web-based Environment (mémoire de maîtrise en Formation à distance, Télé-université, Québec, Canada). Direction : Pichette, François.

Fichier(s) associé(s) à ce document :
[img]  PDF - Dracopoulos.pdf
Contenu du fichier : Manuscrit accepté (révisé après évaluation)
 
Catégorie de document : Thèses et mémoires
Évaluation par un comité de lecture : Oui
Étape de publication : Non publié
Résumé : 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.
Adresse de la version officielle : http://biblio.teluq.ca/LinkClick.aspx?fileticket=U...
Déposant: Lalonde, Mylène
Responsable : Mylène Lalonde
Dépôt : 27 mars 2015 13:58
Dernière modification : 29 avr. 2016 20:35

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