THE EFFECT OF E-FEEDBACK VIA WIKIS ON ESL STUDENTS’ L2 WRITING ANXIETY LEVEL

Abstract

This study explores the effect of feedback on ESL students’ L2 writing anxiety level. The study was conducted using a quantitative method, specifically using experimental research where students are divided into 2 groups, the control and experimental group. 30 students were randomly chosen to be involved in the study, equally distributed in the 2 Groups. Over a span of 12 weeks, students in both groups completed 4 writing tasks in triads. Students in the control group are given feedback traditionally using face-to-face interaction while students in the experimental group used wiki as their e-feedback. To measure students’ writing anxiety, an instrument called SLWAI (Second Language Writing Anxiety Inventory) were given twice to both groups, once at the beginning of the semester and once at the end. The study found that students experienced low L2 writing anxiety, and while both face-to-face feedback and e-feedbacks are effective in lowering students’ anxiety level, e-feedback proved to be more effective in lowering students’ L2 writing anxiety level.