An investigation of changes in L2 writing anxiety between blended and conventional English language learning context

Abstract

This study investigated the influence of blended vs. conventional writing environments and L2 proficiency on cognitive, somatic, and behavioral components of L2 English writing anxiety. Second language anxiety was measured using Cheng’s (2004) Second Language Writing Anxiety Inventory (L2WAI) which measures cognitive, somatic, and behavioral components of L2 writing anxiety. Students were separated into a blended learning group that completed writing assignments through online forums and a conventional pen-and-paper group that completed writing assignments by hand. Students in both groups were required to write 200-300 words per task as well as provide feedback to two other students for each task. Students in the blended learning group provided feedback through the course learning management system while those in the conventional group provided feedback in class. Behavioral anxiety was found to be the highest for both groups followed by somatic and then cognitive. Post-L2WAI results found that blended learning students reported increases in behavioral anxiety while conventional pen-and-paper ones had increases in somatic anxiety. No decreases in anxiety were observed. A positive linear relationship was found when comparing L2 writing anxiety and L2 proficiency. Qualitative data from open-ended survey items provided better understanding to student perceptions of L2 writing anxiety. Research findings provide support for pedagogical recommendations to mitigate L2 writing anxiety