Dialogue journal writing [manuscript] : a remediation on second language writing anxiety / Jane T. Greogorio.

Thesis (MAED - Language Education).

The study "Dialogue Journal Writing: A Remediation for Second Language Writing Anxiety of Grade Eleven Students at Bataan National High School" is intended to aid the longtime battle of Filipino English teachers in improving the second language writing performance of students. It was always a question to junior high school graduates whether or not they possess writing anxiety. The result of the survey accomplished to grade eleven students manifested the main issue on the writing problems of the students. The survey questionnaires which was prearranged to 347 students elicit the degree of the writing anxiety of them. Finding the level of anxiety, the remediation program was implemented. Before the conduct of the remediation program, a pre-test was conducted to determine the effectivity of the DJW. Assessment of the group was made using the pre assessment during assessment, and post-assessment design to examine the respondents' writing proficiency in terms of content, organization and vocabulary. Rubrics consisting of content, organization and vocabulary were adapted from Ferris and Hedcock (1998). Descriptive and inferential statistics such as frequency count, percentage, mean, standard deviation and paired sample t - test were used for the statistical analysis of data. The respondents' anxiety were classified into three (3): Cognitive, Somatic and Avoidance-Behavior. It was revealed by the study that most of the students suffered from Cognitive Anxiety. Moreover, the students' level of anxiety was classified as high level, moderate level and low level. The result of the study shows that significant difference in the anxiety level was decreased from high to moderate level. The study only concluded that, DJW is successful in minimizing the second language anxiety of the grade 11 at Bataan National High School. Dialogue Journal Writing, was successful in promoting students' intrinsic motivation in writing. It became the student's avenue in writing their own ideas, perceptions to the ideas, and feelings to the ideas that increased their aspiration to write more about themselves. In this manner, DJW is spontaneously used in making reflections that develop self-awareness and pursue own learning. The same manner, students befitted into reflective individuals who can determine own weaknesses and strengths when it comes to writing.