A COMPARATIVE STUDY OF COLLABORATIVE WRITING THROUGH SMALL MIXED-ABILITY GROUPS TO REDUCE WRITING ANXIETY OF GRADE 12 STUDENTS
This research is quasi-experimental research. The study aimed to 1) investigate the difference of pre and post writing anxiety level of mixed-ability groups before and after experiencing in collaborative writing 2) find the best pattern of small mixed-ability groups to reduce Grade 12 students’ writing anxiety in collaborative writing. The participants of this study were twelve of Grade 12 students. The students enrolled in English Writing, a summer course at one secondary school in the Secondary Educational Service Area Office 1. They were selected using quota sampling. The research instruments were 1.) The Second Language Writing Anxiety Inventory (SLWAI) questionnaire 2) Pre and Post writing tests 3) Three English essays 4) Semi-structured interview questions. The data were analyzed with Means, Dependent Samples T-Test, and Independent Samples T-Test.
The results showed that 1) collaborative writing had a significant effect on the reduction of pre and post writing anxiety level of both mixed-ability groups at the statistical significance of .014* for HMM groups and .005* for HLL groups. 2) There was no mixed-ability group that was the best to reduce writing anxiety because both mixed-ability groups gradually relieved their writing anxiety level almost in the same amount after experiencing in collaborative writing with no statistical difference.
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