Anxiety and Writing Performance in Online vs. Face-to-Face Feedback Condition

This study delves into the complex interplay between feedback, anxiety, and writing performance in second language learning, with the focus on written corrective feedback. While debates persist on the efficacy of feedback, existing literature underscores its positive impact on language focus and subsequent writing tasks. Unique to this research is its exploration of less commonly taught languages such as Japanese as well as its investigation of the differential effects of online versus face-to-face feedback delivery on emotional responses and learning outcomes. Grounded in social cognitive theory, the study examines how students' beliefs and feedback sources interact with anxiety to shape writing proficiency and explores the intricate relationship between feedback, anxiety, and writing performance in different corrective feedback conditions (i.e., online versus face-to-face teacher and peer feedback). To this end, 84 JFL learners wrote Japanese essays and answerer to an anxiety questionnaire. Then, the learners' anxiety levels and Japanese writing performance under conditions of online and face-to-face teacher and peer feedback were investigated. Results revealed a significant connection between anxiety reduction and improved writing scores, with peer feedback exhibiting a stronger correlation. Moreover, students experienced lower anxiety levels with peers compared to teachers regardless of the delivery mode. Remarkably, teacher feedback significantly enhanced composition quality, outweighing the influence of anxiety. This emphasizes the pivotal role of student attitudes in shaping learning experiences. The study also highlights the importance of tailored pedagogical strategies in optimizing language learning outcomes by considering students' emotional states and preferences when designing effective feedback mechanisms.