Mitigating Japanese L2 Writing Anxiety through Online Peer Feedback

Document Type : research article

Author

Department of East Asian Languages and Literatures, University of Tehran, Tehran, Iran.

Abstract

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.

Keywords

Main Subjects

References

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Journal of Foreign Language Research
Volume 14, Issue 4
February 2025
Pages 525-540

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