Abstract:
The Research was aimed at finding out the effects of the implementation of writing feedback techniques and students’ writing anxiety on students’ writing ablity. Experimental method of 3x2 factorial design was employed in the research. There were three experimental groups of students who were taught by using teacher feedback, peer feedback and the combination of peer and teacher feedback writing technique. Prior the treatment, each student was asked to do an expository essay writing test in order to get the writing scores and to fill SLWAI (Second Language Writing Anxiety Inventory) to classify them into low and high writing anxiety students. Then, the students were taught on how to produce expository essay writing. At the end of the meeting, the students were asked to compose an expository essay as the posttest. The data were analyzed by using paired t-test, two-way ANOVA and Post Hoc test. From the results of data analysis it could be inferred that the implementation of writing feedback techniques affected students’ writing ability and the effects depended on the degree of students’ writing anxiety.
Machine summary:
In order to find out whether or not there was an effect of the implementation of teacher feedback writing technique on student’s writing ability of students with different writing anxiety, the writers used paired t-test analysis.
In order to find out whether or not there was an effect of the implementation of peer feedback writing technique on student’s writing ability of students with different writing anxiety, the writers used paired t-test analysis.
Paired Samples T-Test of Students’ Essay Writing Scores Having High Writing Anxiety who were Taught by Using Peer Feedback Writing Technique {مراجعه شود به فایل جدول الحاقی} Based on the results of the analysis, it was found that sig (two tailed) (0,066) was higher than α (0,025).
In order to find out whether or not there was an effect of the implementation of the combination of peer & teacher feedback writing technique on writing ability of students with different writing anxiety, the writers used paired t-test analysis.
In other words, H05 was rejected and Ha5 was accepted or there was significant effect of the combination of peer and teacher feedback writing technique to the writing ability of students with low writing anxiety.
In other words, H06 was rejected and Ha6 was accepted or there was significant effect of the combination of peer and teacher feedback writing technique to the writing ability of students with high writing anxiety.
Based on the results of the paired t-test analysis, it could be inferred that the combination of peer and teacher feedback writing technique was effective either for students having low or high writing anxiety.