Do anxiety and English proficiency level affect writing performance in second language (L2) learning?

  1. Clemente Rodríguez Sabiote 1
  2. Serna-Quiles, Lidia 1
  3. José Alvarez Rodríguez 1
  4. Rosa del Pilar Gámez Durán 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Journal of English Studies

ISSN: 1576-6357

Año de publicación: 2017

Número: 15

Páginas: 261-278

Tipo: Artículo

DOI: 10.18172/JES.3151 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Journal of English Studies

Resumen

El presente estudio muestra una investigación, cuyo objetivo es establecer qué grado de correlación se establece entre la ansiedad y el nivel de competencia en inglés con el aprendizaje de la escritura de la lengua inglesa en adolescentes. Para este fin, hemos implementado un estudio correlacional-predictivo tomando como objeto de estudio a estudiantes de un instituto de Granada (España). En nuestro estudio, hemos encontrado evidencias empíricas que concluyen que el nivel de competencia en inglés de los adolescentes está más correlacionado con el rendimiento escrito de la segunda lengua (L2) que con la ansiedad. Aunque la variable ansiedad muestra un correlación negativa con el aprendizaje de la escritura de la segunda lengua, sólo el nivel de competencia en inglés ha sido incluido en el modelo de regresión lineal múltiple desarrollado como el único y más importante predictor.

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