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THE FACTORS CAUSING ENGLISH SPEAKING ANXIETY ON NON-ENGLISH MAJOR ACADEMICS WHILE USING ENGLISH AS A MEDIUM OF INSTRUCTION
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 389-412 (2021) (2021)
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Review of Autism Profiles and Response to Sertraline in Fragile X Syndrome-Associated Autism vs. Non-syndromic Autism; Next Steps for Targeted Treatment.
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Undergraduate and Graduate Students’ Mental Health During the COVID-19 Pandemic
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Affective Factors in Foreign Language Education: The Role of Anxiety
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In: ISSN: 2456-7620 ; International Journal of English Literature and Social Sciences ; https://hal.archives-ouvertes.fr/hal-03251999 ; International Journal of English Literature and Social Sciences, Infogain Publication, 2020, 5 (4), pp.853-860. ⟨10.22161/ijels.54.4⟩ ; https://ijels.com/detail/affective-factors-in-foreign-language-education-the-role-of-anxiety/ (2020)
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南臺灣大學生英語口語焦慮與口語溝通策略使用之關係 ; A Study on the Relationship between English Learning Anxiety and Utilization of English Communication Strategies by College Students in Southern Taiwan
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О возможности использования техник «Паттерн взмаха» и «Быстрое лечение фобий» в широкой клинической практике ...
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О возможности использования техник «Паттерн взмаха» и «Быстрое лечение фобий» в широкой клинической практике ...
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О возможности использования техник «Паттерн взмаха» и «Быстрое лечение фобий» в широкой клинической практике ...
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How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages?
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In: Journal of the European Second Language Association; Vol 4, No 1 (2020); 45–57 ; 2399-9101 (2020)
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Writing Process Approach and Its Effect on Students’ Writing Anxiety and Performance
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In: JURNAL ARBITRER; Vol 7, No 2 (2020); 144-150 ; 2550-1011 ; 2339-1162 (2020)
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Abstract:
This study aims at investigating the effect of the process approach on student writing anxiety and performance. Teachers should find ways to cope with anxiety as it is known as the negative predictor of students’ writing performance. Fifteen students participated in this study. They were assigned to write an argumentative essay under the topic ‘should national exam be banned?”. The treatment was given following the writing stages, from outlining to publishing. SLWAI questionnaire was distributed before and after the treatment to measure the effectiveness of the process approach on students’ anxiety. The findings indicated that students writing anxiety decreases from 71.27 to 63.20, which means that the anxiety level goes down from high to moderate anxiety. The second findings informed us that there is a significant difference in students writing performance after the treatment with the level of significant .000. It can be said that the writing process approach has a significant effect on students writing anxiety and performance. The pedagogical implication is also discussed.
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Keyword:
Process Approach; writing anxiety; writing performance
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URL: http://arbitrer.fib.unand.ac.id/index.php/arbitrer/article/view/195 https://doi.org/10.25077/ar.7.2.144-150.2020
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The relationship between academic achievement motivation, active procrastination, anxiety and defensive pessimism in college students
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Άγχος: οι μεταφορές στον λόγο των ειδικών και των μη ειδικών ...
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SOM_Appendixes_A_B_C – Supplemental material for Intergroup Threat as a Mediator of Ethnic Identification and Intergroup Orientations
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Memory and language impairments are associated with anxiety disorder severity in childhood
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The subtle art of creating a pleasant classroom atmosphere during 'in-person' and emergency remote foreign language lessons
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Maternal depression affects infants' lexical processing abilities in the second year of life
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Evaluating K-12 Pre-Service Educators' Understanding of Internalizing Behaviors
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Measurement invariance of assessments of depression (PHQ-9) and anxiety (GAD-7) across sex, strata and linguistic backgrounds in a European-wide sample of patients after Traumatic Brain Injury
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