کاهش اضطراب نوشتن به زبان ژاپنی، به عنوان زبان دوم، از طریق بازخورد برخط همتایان.

نوع مقاله : علمی پژوهشی(عادی)

نویسنده

گروه زبان‌ها و ادبیات آسیای شرقی، دانشکده زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران.

چکیده

نگارش به زبان دوم، از سخت‌ترین مهارت‌ها در فراگیری زبان دوم است که اغلب باعث می‌شود، زبان‌آموزان اضطراب شدیدی را تجربه کنند. اضطراب مربوطه می‌تواند، به طور جدی، ظرفیت یادگیرنده را برای برقراری ارتباط بین ایده‌ها و انجام تکالیف نوشتاری مختل کند .با توجه به این مهم، پژوهش حاضر به بررسی تأثیر بازخورد برخط همتایان، بر اضطراب نوشتن به زبان ژاپنی، به عنوان زبان دوم، در زبان‌آموزان ایرانی می‌پردازد. این مطالعه، به­طور خاص، اثر بازخورد همتایان را بر اضطراب شناختی، جسمانی و رفتار اجتنابی در مراحل مختلف فرآیند نوشتن و محیط‌های مختلف، از جمله: امتحان، خانه، کلاس‌های حضوری و کلاس‌های برخط بررسی می‌کند. در این پژوهش، ۴۶ دانشجوی ایرانی، (شامل: ۲۱ نفر دانشجوی سطح متوسط و ۲۵ نفر دانشجوی سطح پیشرفته) به مدت شش هفته، به‌صورت هفتگی، انشاهایی نوشتند و بازخورد برخط همتایان خود را دریافت کردند. داده‌ها، قبل و بعد از انجام آزمایش، با استفاده از پرسشنامۀ اضطراب نوشتن به زبان دوم و یک پرسشنامۀ باز جمع‌آوری شد. تحلیل‌های کمی و کیفی نشان دادند که پس از دریافت بازخورد همتایان، اضطراب شناختی و اجتنابی به‌طور قابل ‌توجهی کاهش یافت؛ اگرچه اضطراب جسمانی همچنان به قوت خود باقی ماند. هم­چنین، نتایج نشان داد که منابع اضطراب، بسته به مرحلۀ نوشتن و محیط تغییر می‌کنند و نیاز به مداخلۀ مناسب را می‌طلبد. پژوهش حاضر به درک چگونگی کاهش اضطراب نوشتن به زبان دوم، به­ ویژه در محیط یادگیری برخط، از طریق بازخورد همتایان کمک می‌کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Mitigating Japanese L2 Writing Anxiety through Online Peer Feedback

نویسنده [English]

  • Zeinab Shekarabi
Department of East Asian Languages and Literatures, University of Tehran, Tehran, Iran.
چکیده [English]

Writing in a second language is one of the most challenging abilities to be acquired in a second language, and it frequently causes learners to experience severe anxiety, seriously impairing a learner's capacity to communicate ideas clearly and successfully complete writing assignments. In response, this study investigated the impact of online peer feedback on L2 writing anxiety among Iranian learners of Japanese as a Foreign Language (JFL). The study focused on the effects of peer feedback on cognitive, somatic, and avoidance-inducing anxiety across different stages of the writing process and various environments, including exams, home settings, face-to-face classes, and online classes. Forty-six Iranian university students (21 intermediate; 25 advanced) wrote weekly compositions and received peer feedback over six weeks. Pre- and post-intervention data were collected using the Second Language Writing Anxiety Inventory (SLWAI) and an open-ended questionnaire. Quantitative and qualitative analysis indicates a significant reduction in cognitive and avoidance-inducing anxiety following peer feedback, though somatic anxiety persisted. The study also reveals that sources of anxiety vary depending on the writing stage and the environment, highlighting the need for tailored interventions. These findings contribute to our understanding of how peer feedback can mitigate L2 writing anxiety, particularly in online learning contexts.

کلیدواژه‌ها [English]

  • L2 Writing Anxiety
  • Learning Environment
  • Online Peer Feedback
  • Second Language Acquisition (SLA)
  • Writing Process

مراجع

Akbari, E. (2021). Examining the effectiveness of peer feedback in the.context of learning English in a Web2.0 environment. Journal of Foreign Language Research, 11(3), 555–569. https://doi.org/10.22059/jflr.2021.330903.895
Andrade, M., & Williams, K. (2009). Foreign language learning anxiety in Japanese EFL university classes: Physical, emotional, expressive, and verbal reactions. Sophia Junior College Faculty Journal, 29(1), 1–24.
Bailey, D., & Cassidy, R. (2019). Online peer feedback tasks: Training for improved L2 writing proficiency, anxiety reduction, and language learning strategies. Computer-Assisted Language Learning Electronic Journal, 20(2), 70–88. https://callej.org/index.php/journal/article/view/273
Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the Diary Studies. In H. Seliger & M. H. Long (Eds.), Classroom-oriented research in second language acquisition (pp. 67–102). Newbury House.
Chen, W., Liu, D., & Lin, C. (2023). Collaborative peer feedback in L2 writing: Affective, behavioral, cognitive, and social engagement. Frontiers in Psychology, 14, 1–12. https://doi.org/10.3389/fpsyg.2023.1078141
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417–446. https://doi.org/10.1111/0023-8333.00095
Choi, J. (2013). Does peer feedback affect L2 writers' L2 learning, composition skills, metacognitive knowledge, and L2 writing anxiety? English Teaching, 68(3), 187–213. https://doi.org/10.15858/engtea.68.3.201309.187
Cui, Y., Schunn, C. D., Gai, X., Jiang, Y., & Wang, Z. (2021). Effects of trained peer vs. teacher feedback on EFL students’ writing performance, self-efficacy, and internalization of motivation. Frontiers in Psychology, 12, 788474. https://doi.org/10.3389/fpsyg.2021.788474
Do, H. M. (2024). E-peer feedback training on L2 writing: A case study of inexperienced learners. JALT CALL Journal, 20(1), 1–22. https://doi.org/10.29140/jaltcall.v20n1.1242
Dowden, T., Pittaway, S., Yost, H., & McCarthy, R. (2013). Students' perceptions of written feedback in teacher education: Ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education, 38(3), 349–362. https://doi.org/10.1080/02602938.2011.632676
Ferris, D. R., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3). 161–184. https://doi.org/10.1016/s1060-3743(01)00039-x
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. http://dx.doi.org/10.2307/356600
Genç, E., & Yayli, D. (2019). Second language writing anxiety: The perceived sources and consequences. Pamukkale University Journal of Education, 45, 235–251. https://doi.org/10.9779/puje.2018.231
Hassan, B. A. (2001). The relationship of writing apprehension and self-esteem to the writing quality and quantity of EFL university students. Mansoura Faculty of Education Journal [Online]. http://eric.ed.gov/PDFS/ED459671.pdf
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559–562. https://doi.org/10.2307/3586302
Hyland, K. (2003). Second language writing. Cambridge University Press.
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/s0261444806003399
Kucuk, T. (2023). Factors leading to writing anxiety in EFL classes. International Journal of Social Sciences & Educational Studies, 10(1), 1–12. https://doi.org/10.23918/ijsses.v10i1p1
Lee, S. Y. (2003). Teaching EFL writing in the university: Related issues, insights, and implications. Journal of National Taipei Teachers College, 16(1), 111–136. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=0e900c63b3ae37018baf7c5a191f5b03d3ad3dda
Matsumura, S., & Hann, G. (2004). Computer anxiety and students' preferred feedback methods in EFL writing. Modern Language Journal, 88(3), 403–415. https://doi.org/10.1111/j.0026-7902.2004.00237.x
Miers, A. C. (2021). An investigation into the influence of positive peer feedback on self-relevant cognitions in social anxiety. Behavior Change, 38(3), 193–207. https://doi.org/10.1017/bec.2021.8
Quvanch, Z., & Si Na, K. (2022). Evaluating Afghanistan university students’ writing anxiety in English class: An empirical research. Cogent Education, 9(1), 1–26. https://doi.org/10.1080/2331186x.2022.2040697
Papi, M., & Khajavy, H. (2023). Second language anxiety: Construct, effects, and sources. Annual Review of Applied Linguistics, 43, 127–139. https://doi.org/10.1017/s0267190523000028
Peungcharoenkun, T., & Waluyo, B. (2024). Students’ affective engagements in peer feedback across offline and online English learning environments in Thai higher education. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 1–22. https://doi.org/10.1186/s40862-024-00286-w
Rafek, M., Binti, R., & Akma, F. (2013, March). Fear of negative evaluation in second language learning. Proceedings of the 4th Social Development and Environmental Studies International Conference, Malacca.
Rasool, U., Aslam, M. Z., Mahmood, R., Barzani, S. H. H., & Qian, J. (2023). Pre-service EFL teacher's perceptions of foreign language writing anxiety and some associated factors. Heliyon, 9(2), e13405. https://doi.org/10.1016/j.heliyon.2023.e13405
Saadé, R. G., Kira, D., Mak, T., & Nebebe, F. (2017). Anxiety and performance in online learning. Proceedings of the Informing Science and Information Technology Education Conference, pp. 147–157. https://doi.org/10.28945/3736
Savitsky, K., Epley, N., & Gilovich, T. (2001). Do others judge us as harshly as we think? Overestimating the impact of our failures, shortcomings, and mishaps. Journal of Personality and Social Psychology, 81(1), 44–56. https://doi.org/10.1037//0022-3514.81.1.44
Shekarabi, Z. (2023). Anxiety and writing performance in online vs. face-to-face feedback condition. Journal of Foreign Language Research, 13(4), 595–611. http//doi.org/10.22059/jflr.2023.364850.1065
Surur, A. N., & Dengela, S. T. (2019). The relationship between writing anxiety and students’ writing performance among Wolkite University first-year English major students. International Journal of English, Literature and Social Sciences, 4(6), 1707–1720. https://dx.doi.org/10.22161/ijels.46.14
Thewissen, J., & Anishchanka, A. (2022). Interaction between grammatical accuracy and syntactic complexity at different proficiency levels. In A. Leńko-Szymańska & S. Götz (Eds.), Complexity, Accuracy, and Fluency in Learner Corpus Research (pp. 209–240). John Benjamins. https://doi.org/10.1075/scl.104.09the
Tsui, A. B., & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9(2), 147–170. https://doi.org/10.1016/s1060-3743(00)00022-9
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Weng, F., Ye, S. X., & Xue, W. (2023). The effects of peer feedback on L2 students’ writing motivation: An experimental study in China. The Asia-Pacific Education Researcher, 32(4), 473–483. https://doi.org/10.1007/s40299-022-00669-y
Woodrow, L. (2011). College English writing affect: Self-efficacy, anxiety, and approach. System, 39, 510–522. https://doi.org/10.1016/j.system.2011.10.017
Yan, C. (2024). The inducing factors and coping strategies of English writing anxiety. Educational Review, 8(1), 103–108. https://doi.org/10.26855/er.2024.01.018
Yasuda, T., & Nabei, L. (2018). Effects of coping strategies on language anxiety of Japanese EFL learners: Investigating willingness to communicate. Journal of Language Teaching & Research, 9(5), 905–915. https://doi.org/10.17507/jltr.0905.03
Zhang, H. (2011). A study on ESL writing anxiety among Chinese English majors: Causes, effects and coping strategies for ESL writing anxiety. Unpublished masters thesis, Kristianstad University. https://researchportal.hkr.se/sv/studentTheses/a-study-on-esl-writing-anxiety-among-chinese-english-majors
Zhang, L. (2024). A review of research on the role of L1 peer feedback in L2 writing. Journal of Education, Humanities and Social Sciences, 26, 141–46. https://doi.org/10.54097/m2x75z41
پژوهشهای زبانشناختی در زبانهای خارجی
دوره 14، شماره 4
بهمن 1403
صفحه 525-540

فایل ها

هم رسانی

ارجاع به این مقاله

آمار