Abstract
This study investigates the effects of the CMC applications on the ESL/EFL writing anxiety. This is a descriptive study using a mixed-method that adopted both quantitative and qualitative approaches. Three instruments were employed to answer the research questions of the current study which are Second Language Writing Anxiety Inventory (SLWAI), Semi-structured Interview, and Documents Observation. The respondents consisted of twenty eight post-graduate ESL/EFL students who enrolled in the elective course of Computer Application in ESOL (SKBI6133) at the Faculty of Social Sciences and Humanities, School of English Language Studies, National University of Malaysia (UKM). The findings showed a significant change in their attitudes toward writing after they had engaged in writing process approach and CMC applications in the course. In addition, the respondents perceived that there was a positive effect of on their writing performance and improvement on their writing anxiety level particularly through the use of CMC applications.
Highlights
1.1 Background of the StudyWriting, as one of the most important language learning skills, is considered a required activity for second and foreign English language learners (ESL/EFL)
This study investigates the effects of the CMC applications on the ESL/EFL writing anxiety
The findings showed a significant change in their attitudes toward writing after they had engaged in writing process approach and CMC applications in the course
Summary
As one of the most important language learning skills, is considered a required activity for second and foreign English language learners (ESL/EFL). It is important to understand that writing as any other language learning skills (reading, speaking, and listening), which are influenced by the changes intervened on the pedagogy. The process and product approaches had dominated much of the teaching of writing that involves in the ESL/EFL classrooms. In the past ten years, genre approach has been probably most widespread in current classroom practices (Noriah Ismail & Intan Safinas, 2012). There is a real monolithic relationship between the development obtained on the technology in both of the software and internet sources and the pedagogy of the second language (L2) instruction “technology has reached only so far into the L2 world” (Stapleton & Radia, 2009)
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