Main Article Content
Abstract
Foreign language anxiety is one of the most important factors that affect communication in a foreign language. The teacher can lessen or eliminate anxiety by introducing appropriate teaching techniques and creating a positive atmosphere in the language classroom. The study mentioned in this article aims to present the results of a quasi-experiment conducted to verify whether implementing peer-assessment in a group of university students would affect their level of writing anxiety. The data were collected by the means of a questionnaire consisting of both closed-ended and open-ended question. The results indicate that peer-assessment contributed to lowering the level of writing anxiety. What is more, the participants of the study expressed positive opinions about the new form of providing feedback to their writing assignments.
Keywords
Article Details
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References
- BAXTER B., 1987, Basic writing: Breaking through the barriers of apathy and fear. Referat wygłoszony podczas „The Annual Meeting of the Southeastern Conference on English in the Two-Year College”, http://files.eric.ed.gov/fulltext/ED286202.pdf [dostęp: 29.04.2016].
- BIRENBAUM M., 1996, Assessment 2000: Towards a pluralistic approach to assessment, [in:] M. Birenbaum, F.J. Dochy (eds.), Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge, Kluwer Academic Publishers, Boston.
- BLACK P., HARRISON C., LEE C., MARSHALL B., WILLIAM D., 2003, Assessment for Learning: Putting it into Practice, Open University Press, Maidenhead.
- BROWN H., 2004, Language Assessment: Principles and Language Practices, Longman, White Plains.
- BROWN J.D., HUDSON T., 1998, The alternatives in language assessment, TESOL Quarterly, 32(4).
- CHENG W., WARREN M., 2005, Peer assessment of language proficiency, Language Testing, 22(1).
- CHENG Y.-S., 2004, A measure of second language writing anxiety: Scale development and preliminary validation, Journal of Second Language Writing, 13(4).
- CZURA A., 2013, The role of peer-assessment in developing adolescent learners’ autonomy, Baltic Journal of English Language, Culture and Literature, 3.
- ELIAS H., AKMALIAH Z.L.P., MAHYUDDIN R., 2005, Competencies needed by teachers. Implications for best teaching practices, University Putra Malaysia Press, Malaysia, Selangor.
- FALCHIKOV N., 2005, Improving assessment through student involvement: Practical solution for aiding learning in higher and further education, Routledge Falmer, New York.
- FALCHIKOV N., GOLDFINCH J., 2000, Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks, Review of Educational Research, 70(3).
- FOROUTAN M., NOORDIN N., 2011, Effect of dialogue journal writing through the use of conventional tools and e-mail on writing anxiety in the ESL context, English Language Teaching, 5(1).
- GARDNER R.C., MACINTYRE P.D., 1993, A student’s contribution to second-language learning. Part II. Affective variables, Language Teaching, 26.
- GKONOU C., 2011, Anxiety over EFL speaking and writing: A view from language classrooms, Studies in Second Language Learning and Teaching, 1.
- HORWITZ E.K., 1988, The Beliefs about Language Learning of Beginning University Foreign Language Students, Modern Language Journal, 72.
- Horwitz E.K., 2001, Language anxiety and achievement, Annual Review of Applied Linguistics, 21.
- HORWITZ E.K., HORWITZ M.B., COPE J., 1986, Foreign Language Classroom Anxiety, The Modern Language Journal, 70(2).
- HORWITZ E.K., YOUNG D.J. (eds.), 1991, Language anxiety: From theory and research to classroom implications, Prentice Hall, Englewood Cliffs.
- KIM J.-H., 2000, Foreign language listening anxiety: A study of Korean students learning English, Nieopublikowana praca doktorska, The University of Texas, Austin.
- KOMOROWSKA H., 2002, Sprawdzanie umiejętności w nauce języka obcego. Kontrola – ocena – testowanie, Fraszka Edukacyjna, Warszawa.
- LEKI I., 1999, Techniques for reducing second language writing anxiety, [in:] D.J. Young (ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, McGraw-Hill, Boston.
- LIN G.H.C., HO M.M.S. 2009, An exploration into foreign language writing anxiety from Taiwanese university students’ perspectives, 2009 NCUE Fourth Annual Conference on Language Teaching, Literature, Linguistics, Translation, and Interpretation, National Changhua University of Education, http://www.eric.ed.gov/PDFS/ED506178.pdf [dostęp: 29.04.2016].
- LITTLE D., PERCLOVÁ R., 2001, The European Language Portfolio: A Guide for Teachers and Teacher Trainers, Council of Europe, Strasbourg.
- PATRI M., 2002, The influence of peer feedback on self- and peer-assessment of oral skills, Language Testing, 19 (2).
- PENG J., 2010, Peer assessment in an EFL context: Attitudes and correlations, Selected Proceedings of the 2008 Second Language Research Forum, www.lingref.com/cpp/slrf/2008/paper2387.pdf [dostęp: 29.03.2016].
- PIECHURSKA-KUCIEL E., 2008, Language anxiety in secondary grammar school students, Opole University Press, Opole.
- SAITO Y., HORWITZ E.K., GARZA T.J., 1999, Foreign language reading anxiety, Modern Language Journal, 83.
- SELLERS V., 2000, Anxiety and reading comprehension in Spanish as a foreign language, Foreign Language Annals, 33.
- SHEHADEH A., 2011, Effects and student perceptions of collaborative writing in L2, Journal of Second Language Writing, 20.
- VOGELY A.J., 1998, Listening comprehension anxiety: Students’ reported sources and solutions, Foreign Language Annals, 31.
- WERBIŃSKA D., 2009, Dylematy etyczne nauczycieli języków obcych, Fraszka Edukacyjna, Warszawa.
- WILCZYŃSKA W., 1999, Uczyć się czy być nauczanym? O autonomii w przyswajaniu języka obcego, Wydawnictwo Naukowe PWN, Warszawa.
- YOUNG D.J., 1991, Creating a low-anxiety classroom environment: What does language anxiety research suggest?, The Modern Language Journal, 75(4).
- ZAWADZKA E., 2004, Nauczyciele języków obcych w dobie przemian, Oficyna Wydawnicza Impuls, Kraków.
References
BAXTER B., 1987, Basic writing: Breaking through the barriers of apathy and fear. Referat wygłoszony podczas „The Annual Meeting of the Southeastern Conference on English in the Two-Year College”, http://files.eric.ed.gov/fulltext/ED286202.pdf [dostęp: 29.04.2016].
BIRENBAUM M., 1996, Assessment 2000: Towards a pluralistic approach to assessment, [in:] M. Birenbaum, F.J. Dochy (eds.), Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge, Kluwer Academic Publishers, Boston.
BLACK P., HARRISON C., LEE C., MARSHALL B., WILLIAM D., 2003, Assessment for Learning: Putting it into Practice, Open University Press, Maidenhead.
BROWN H., 2004, Language Assessment: Principles and Language Practices, Longman, White Plains.
BROWN J.D., HUDSON T., 1998, The alternatives in language assessment, TESOL Quarterly, 32(4).
CHENG W., WARREN M., 2005, Peer assessment of language proficiency, Language Testing, 22(1).
CHENG Y.-S., 2004, A measure of second language writing anxiety: Scale development and preliminary validation, Journal of Second Language Writing, 13(4).
CZURA A., 2013, The role of peer-assessment in developing adolescent learners’ autonomy, Baltic Journal of English Language, Culture and Literature, 3.
ELIAS H., AKMALIAH Z.L.P., MAHYUDDIN R., 2005, Competencies needed by teachers. Implications for best teaching practices, University Putra Malaysia Press, Malaysia, Selangor.
FALCHIKOV N., 2005, Improving assessment through student involvement: Practical solution for aiding learning in higher and further education, Routledge Falmer, New York.
FALCHIKOV N., GOLDFINCH J., 2000, Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks, Review of Educational Research, 70(3).
FOROUTAN M., NOORDIN N., 2011, Effect of dialogue journal writing through the use of conventional tools and e-mail on writing anxiety in the ESL context, English Language Teaching, 5(1).
GARDNER R.C., MACINTYRE P.D., 1993, A student’s contribution to second-language learning. Part II. Affective variables, Language Teaching, 26.
GKONOU C., 2011, Anxiety over EFL speaking and writing: A view from language classrooms, Studies in Second Language Learning and Teaching, 1.
HORWITZ E.K., 1988, The Beliefs about Language Learning of Beginning University Foreign Language Students, Modern Language Journal, 72.
Horwitz E.K., 2001, Language anxiety and achievement, Annual Review of Applied Linguistics, 21.
HORWITZ E.K., HORWITZ M.B., COPE J., 1986, Foreign Language Classroom Anxiety, The Modern Language Journal, 70(2).
HORWITZ E.K., YOUNG D.J. (eds.), 1991, Language anxiety: From theory and research to classroom implications, Prentice Hall, Englewood Cliffs.
KIM J.-H., 2000, Foreign language listening anxiety: A study of Korean students learning English, Nieopublikowana praca doktorska, The University of Texas, Austin.
KOMOROWSKA H., 2002, Sprawdzanie umiejętności w nauce języka obcego. Kontrola – ocena – testowanie, Fraszka Edukacyjna, Warszawa.
LEKI I., 1999, Techniques for reducing second language writing anxiety, [in:] D.J. Young (ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, McGraw-Hill, Boston.
LIN G.H.C., HO M.M.S. 2009, An exploration into foreign language writing anxiety from Taiwanese university students’ perspectives, 2009 NCUE Fourth Annual Conference on Language Teaching, Literature, Linguistics, Translation, and Interpretation, National Changhua University of Education, http://www.eric.ed.gov/PDFS/ED506178.pdf [dostęp: 29.04.2016].
LITTLE D., PERCLOVÁ R., 2001, The European Language Portfolio: A Guide for Teachers and Teacher Trainers, Council of Europe, Strasbourg.
PATRI M., 2002, The influence of peer feedback on self- and peer-assessment of oral skills, Language Testing, 19 (2).
PENG J., 2010, Peer assessment in an EFL context: Attitudes and correlations, Selected Proceedings of the 2008 Second Language Research Forum, www.lingref.com/cpp/slrf/2008/paper2387.pdf [dostęp: 29.03.2016].
PIECHURSKA-KUCIEL E., 2008, Language anxiety in secondary grammar school students, Opole University Press, Opole.
SAITO Y., HORWITZ E.K., GARZA T.J., 1999, Foreign language reading anxiety, Modern Language Journal, 83.
SELLERS V., 2000, Anxiety and reading comprehension in Spanish as a foreign language, Foreign Language Annals, 33.
SHEHADEH A., 2011, Effects and student perceptions of collaborative writing in L2, Journal of Second Language Writing, 20.
VOGELY A.J., 1998, Listening comprehension anxiety: Students’ reported sources and solutions, Foreign Language Annals, 31.
WERBIŃSKA D., 2009, Dylematy etyczne nauczycieli języków obcych, Fraszka Edukacyjna, Warszawa.
WILCZYŃSKA W., 1999, Uczyć się czy być nauczanym? O autonomii w przyswajaniu języka obcego, Wydawnictwo Naukowe PWN, Warszawa.
YOUNG D.J., 1991, Creating a low-anxiety classroom environment: What does language anxiety research suggest?, The Modern Language Journal, 75(4).
ZAWADZKA E., 2004, Nauczyciele języków obcych w dobie przemian, Oficyna Wydawnicza Impuls, Kraków.