Collaborative learning and Students Apprehension toward Writing : The Impact of Collaborative Learning on L1 and L2 College Students' Apprehension about and Attitudes toward Writing

Sayyah Al-Ahmad

ISBN 10: 3847314211 / ISBN 13: 9783847314219

Editore: LAP LAMBERT Academic Publishing, 2011

Riguardo questo articolo

nach der Bestellung gedruckt Neuware - Printed after ordering - Writing apprehension has always been considered a serious obstacle for L1 and L2 teachers and students alike and, in most cases, it could impede students language learning. Accordingly, a considerable number of students develop a great concern about and negative attitudes toward writing, and avoid situations where writing is required. The treatment procedure employed in this study, which was assumed to reduce students writing apprehension, was a collaborative approach to learning. In this approach student writers work collaboratively in groups to explore, analyze, and negotiate meaning and solve problems in a non-threatening atmosphere. Therefore, this study was intended to investigate the impact of collaborative learning on L1 and L2 college students apprehension about and attitudes toward writing. Three hundred forty nine L1 students and 12 L1 writing teachers, and 77 L2 students and 3 L2 writing teachers participated in this study. Both L1 and L2 Students responded to the Daly-Miller Writing Apprehension Test twice, once as a pretest and another time as a posttest.

Codice articolo 9783847314219

Dati bibliografici

• Titolo: Collaborative learning and Students Apprehension toward Writing : The Impact of Collaborative Learning on L1 and L2 College Students' Apprehension about and Attitudes toward Writing
• Editore: LAP LAMBERT Academic Publishing
• Data di pubblicazione: 2011
• Lingua: Inglese
• ISBN 10: 3847314211
• ISBN 13: 9783847314219
• Rilegatura: Taschenbuch
• Condizione: Neu
• Dimensioni: 220 L x 150 A x 13 P (millimetri) 220 millimetri di larghezza per 150 millimetri di altezza per 13 millimetri di profondità
• Peso: 316 grammi

Descrizione articolo

Riassunto

Writing apprehension has always been considered a serious obstacle for L1 and L2 teachers and students alike and, in most cases, it could impede students’ language learning. Accordingly, a considerable number of students develop a great concern about and negative attitudes toward writing, and avoid situations where writing is required. The treatment procedure employed in this study, which was assumed to reduce students’ writing apprehension, was a collaborative approach to learning. In this approach student writers work collaboratively in groups to explore, analyze, and negotiate meaning and solve problems in a non-threatening atmosphere. Therefore, this study was intended to investigate the impact of collaborative learning on L1 and L2 college students’ apprehension about and attitudes toward writing. Three hundred forty nine L1 students and 12 L1 writing teachers, and 77 L2 students and 3 L2 writing teachers participated in this study. Both L1 and L2 Students responded to the Daly-Miller Writing Apprehension Test twice, once as a pretest and another time as a posttest.

L'autore

Dr. Sayyah Al-Ahmad is an assistant professor of Rhetoric and Linguistics. He got his PhD from Indiana University of Pennsylvania/USA in 2003.He is a permenant faculty member teaching English Linguistics and Composition at Language Center and English Department at Yarmouk University/ Jordan. Currently, he is teaching at Um Al-Qura University in KSA.