• International Journal of Advanced Culture Technology
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• v.11 no.1
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• pp.12-17
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• 2023

This study investigates the effects of online English writing instruction on university students' writing performance and their anxiety. A total of 34 participants completed the pre- and post- writing tests as well as the surveys regarding perceived anxiety toward English writing. Reflection papers and interviews were employed to triangulate the results of the questionnaires. Quantitative analysis of learners' writing outcomes and surveys revealed that online writing instruction helped improve students' writing skills and reduce writing anxiety. The interviews and reflection papers demonstrated that learners found the writing instruction helpful in reducing somatic anxiety, avoidance behavior, and cognitive anxiety. The current study suggests that adopting non-face-to-face online writing instruction aids EFL students in developing their writing and alleviating writing anxiety.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.69-75
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• 2022

This study aims to examine how the use of Padlet, an online platform, affects students' English writing anxiety and English writing strategy in online college English writing classes. A total of 64 college students participated in the study and completed the survey including English writing anxiety, English writing strategy and demographic information. For the study, we divided participants into 2 groups, experimental group using Padlet for their writing tasks and control group using college e-learning during a semester. The results showed that students using Padlet used more writing strategies than the students using college e-learning platform. The use of Padlet, however, was not statistically significant on writing anxiety. English writing anxiety was differed by English level, but decreased at the end of semester regardless of English level. The results imply that Padlet is a useful online learning tool for English learners to actively use English writing strategies and even for learners with low English writing proficiency.

• Journal of Korean Academy of Nursing
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• v.42 no.2
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• pp.269-279
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• 2012

Purpose: To develop a expressive writing program for women with breast cancer and to identify its effects on stress physical symptom, cancer symptom, anxiety, depression, and QOL. Methods: A non-equivalent control pre-post design was used. Participants were recruited from self-help groups in six hospitals and were assigned to the experimental group (29) or control group (29). Data were collected before, after, and at four weeks after the intervention program. Changes in the variables were evaluated to test effects of the developed program, using $X^2$-test, Fisher's exact test, repeated measures ANOVA, and paired t-test. Results: The expressive writing program was developed for women with breast cancer based on Pennebaker's expressive writing. Significant differences were found between the two groups for stress related to physical symptoms ($p$<.00) and quality of life ($p$=.024). No significant differences were found in cancer symptoms, anxiety, or depression between the two groups. Conclusion: The results indicate that the expressive writing program designed to express cancer-related deep thoughts and emotions helps in decreasing physical symptoms and improving QOL. Further studies are needed to identify the effect on emotions such as anxiety and depression for women with breast cancer with above average levels of anxiety and depression.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.187-213
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• 2024

This study aims to investigate the impact of mathematical journal writing activities on sixth-grade students' mathematics anxiety and the 'writing' aspect of mathematical communication. For this purpose, 27 sixth-grade students participated in 14 sessions of mathematical journal writing activities while learning division with fractions and decimals. Mathematics anxiety was measured using a questionnaire, with pre- and post-test results statistically analyzed. Mathematical communication in the 'writing' domain was quantitatively measured using an analytical framework to track changes in levels. Additionally, 13 students were interviewed to examine the impact of journal writing on mathematics anxiety and mathematical communication in more detail. The study found that among the four main factors of mathematics anxiety, there was a significant reduction in the subject-specific and environmental factors. The average levels of 'expression' and 'explanation' in the 'writing' domain of mathematical communication gradually increased, with specific teacher feedback supporting improvements in students' communication levels. Based on these findings, the study suggests implications for the use and guidance of mathematical journal writing activities in school settings.

• Korean Journal of English Language and Linguistics
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• v.2 no.3
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• pp.373-401
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• 2002

It is often observed that Korean migrant students overseas experience various kinds of anxieties learning English as a second language although they are in an English-speaking country like New Zealand. The context of learning English as a second language is explored by examining language anxieties experienced by recent Korean migrant students in New Zealand. 177 students were surveyed using questionnaires asking their anxieties over various contexts of English learning processes. The three stages of language anxiety of Input, Processing, and Output showed that there were some degrees of anxiety among the students at each stage depending on their ages, age at migration, and duration of residence, in particular. Students tended to experience more language anxiety in school than outside the school. It was also clear that students were experiencing more anxieties with English than with Korean in the four language skills of speaking, listening, reading and writing. Writing was commonly found in English and Korean to be the most frequent source of anxiety among the four language skills. Some implications from the results are suggested for parents, teachers, and students.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.17-33
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• 2003

College going students who are non-native speakers of English enrolled in English language programmes are not acquiring the needed academic writing skills. Many of these students do not have positive attitudes towards writing, thus forcing language instructors to look for ways of motivating students to write in order to improve writing skills. This action research project investigates the use of portfolio writing to improve writing ability among pre-university students. Research on the use of portfolio writing suggests that it is a useful way for developing interest in writing and for developing effective writing skills over a period of time. Portfolios support the best thinking in composition pedagogy in that it encourages process writing. Although the portfolio is considered a writing product, as a whole it is evidence of the students writing process. An important feature in using portfolios is that students are able to focus on their writing without constantly worrying about grades. Instructors have noticed that students make greater improvement in their writing when their focus is shifted from punitive feedback through letter grades to constructive feedback in the form of suggestions for further revision. This paper describes the use of writing portfolios as an effective means of teaching writing. The findings revealed that writing portfolios helped develop confidence in writing and decreased anxiety towards writing. (217 words)

• English Language & Literature Teaching
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• v.13 no.1
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• pp.1-26
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• 2007

This study aimed to investigate how EFL learners perceived English writing tasks and teachers' written feedback. The subjects were 82 mixed major college EFL students aged 19-24; the majority were freshmen females. Based on the scores estimated from the essay evaluation test, they were placed into two groups (proficienand less-proficient writers) and responded to an in-class questionnaire. The results indicated that: (1) regardless of writing proficiency, a large number of the students felt that they were just fair writers, which could be derived from low confidence and high anxiety; (2) grammar and vocabulary were perceived as the main features that determined good EFL writers and also prevented the students from performing the writing task successfully; (3) they believed that teachers' feedback contributed to the development of their English writing skills because it helped them apprehend what to improve or avoid in the future, acquire better English usage, and correct their errors; and (4) the proficient writers were more willing to correct errors themselves after being provided clues than the less-proficient writers. Implications of the findings for EFL classrooms are discussed.

• American Studies
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• v.34 no.1
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• pp.181-202
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• 2011

The purpose of this paper is to examine Paul Auster's Leviathan according to Slavoj Žižek's theory. Analyzing the characters in Leviathan, this paper chiefly discusses the postmodern subject's anxiety and obsessive repetition that the lack of the big Other led to. Section II explains the disintegration of the big Other and the subject's anxiety and obsessive repetition by the interpretation of the characters: Peter Aaron, Maria Turner, and Benjamin Sachs. Aaron wants to write on Sachs's life to overcome his uneasy subject's condition, and to establish the consistent and whole world. But his writing fails to meet his desire, owing to uncertainty of his understanding, and the incompleteness of his writing. In case of Maria, her uneasy subject's condition led to her obsessively repetitive picture-shooting herself and others, which proved to be a meaningless struggle for filling the void of the big Other and herself. Although Sachs already knows the lack and inconsistency of the big Other, he also repetitively tries to establish the consistent and whole Other. In Section III, this paper examines Sachs's terror as he struggles for the preservation of the big Other. His extreme striving also fails to reestablish the big Other as it loses its symbolic effectiveness in the postmodern era because he does not grasp the big Other as an empty Symbolic order, and rejects the premise of the big Other itself.

• Journal of Korean Public Health Nursing
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• v.34 no.2
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• pp.211-224
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• 2020

Purpose: This study was conducted to investigate death attitude, death anxiety, and knowledge toward advance directives of nursing students. Method: Participants were 157 nursing undergraduates in Korea. The students responded to a self-reporting questionnaire that included demographics, Death Attitude Profile-Revised (DAP-R), Revised Death Anxiety Scale (RDAS), and knowledge toward advance directives. The data collection period was December, 9-13, 2019. Data were analyzed by descriptive test, independent t-test, one-way ANOVA, and Pearson's correlation coefficient with SPSS/WIN 23.0. Results: The mean scores for death attitude, death anxiety, and knowledge toward advance directives were 2.70±0.58, 2.45±0.49, and 7.94±2.04, respectively. Knowledge toward advance directives was significantly different according to age, grade, and experience of end-of-life care education. Death attitude was significantly associated with death anxiety (r=. 27, p<.001). Conclusion: Knowledge toward advance directive was relatively low compared to the findings of previous studies. Therefore, nursing colleges need to include legal and institutional aspects when writing written letters on advance directive, death attitude, and ethical approaches to death anxiety.

• International Journal of Advanced Culture Technology
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• v.9 no.3
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• pp.86-91
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• 2021

This study starts with the premise that many problematic situations in modern society can seriously damage personal feelings and that this phenomenon can create anxiety in individuals and society. In order to address such anxiety in individuals and society, we would like to propose measures to heal emotions. Accordingly, 270 research trends related to emotions studied from 2005 to 2020 will be analyzed to establish the direction of future research on emotion healing. As a result of analyzing the trends of healing papers, active healing studies have been conducted since 2010, but reading and writing healing through specific academic societies has been the main focus. Theoretical research accounted for a large portion, and emotional research was steadily conducted. Although healing methods are expanding to various topics, they have not been commercialized as specific methods. As a result, we hope that concrete research to heal individual emotions will be expanded and measures to implement a stable future society will be proposed.