声明
Contents
Abstract
摘要
List of Tables
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose and Objeetives of the Study
1.4 Organization of the Thesis
Chapter Two Literature Review
2.1 Defining English Writing Anxiety
2.1.1 Definition of English Writing Anxiety
2.1.2 Types of English Writing Anxiety
2.1.3 The Correlation Between English Writing Anxiety and Achievement
2.2 Theoretic Foundations for Writing Anxiety
2.2.1 Humanism Psychology
2.2.2 Affective Filter Hypothesis
2.3 Deftnition of Peer Feedback
2.4 Benefits of Peer Feedback
2.5 Attitudes towards Peer Feedback
2.5.1 Studies in Favor of Peer Feedbaek
2.5.2 Studies in Disfavor of Peer Feedback
2.6 Theoretic Foundations for Peer Feedback
2.6.1 Process Writing Theory
2.6.2 Zone of Proximal Development
2.6.3 Collaborative Learning Theory
2.7 The Relationship Between English Writing Anxiety and Peer Feedback
2.8 Research Gaps and Research Questions
Chapter Three Methodology
3.1 Participants
3.2 Instruments
3.2.1 Foreign language Writing Anxiety Inventory
3.2.2 Cause of Writing Anxiety Inventory
3.2.3 Writing Task
3.2.4 Semi-structure Interview
3.3 Data Collection
3.3.1 Questionnaire Administration
3.3.2 Completing the Writing Task
3.3.3 Providing the Peer Feedback
3.3.4 Conducting the Interview
3.4 Data Analysis
3.4.1 Analysis of the Questionnaire
3.4.2 Analysis of the Essay Scores
3.4.3 Analysis of the Peer Feedback
3.4.4 Analysis of the Interview
Chapter Four Results and Discussion
4.1 Reliability of the SLWAI
4.2 Students’ Anxiety Level in English Writing
4.3 Types of Students’ Foreign Language Writing Anxiety
4.4 Relationship Between English Writing Anxiety and Writing Performance
4.5 Causes of Students’ Foreign Language Writing Anxiety
4.5.1 Fear of Teacher’s Negative Comments
4.5.2 Language Difficulties
4.5.3 Low Self-Confidence in Writing
4.6 Differences in Giving Peer Feedback
4.7 Results of the Interviews
Chapter Five Conclusion
5.1 Summary of Major Findings
5.2 Pedagogical Implications
5.2.1 Increasing Language Input
5.2.2 Creating a Harmonious Learning Environment
5.2.3 Building up Students’ Self-Confidence
5.2.4 Practicing More in Peer Feedback
5.3 Limitations of the Study
5.4 Suggestions for Future Study
References
Appendix
Acknowledgements