Award Date

1-1-1994

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

Number of Pages

110

Abstract

This study was undertaken to determine if computers affect writing apprehension. Both experimental and clinical methodologies were employed in the form of surveys and interviews, respectively. The results indicate that computers have no measurable effect on students' writing apprehension; Instructors' backgrounds are examined, followed by their perceptions of writing apprehension and computers. The students' experiences with computers and composition and their perceptions of writing apprehension and computers are also examined. Significant variations in experience and backgrounds brought to the classroom by both instructors and students indicate that writing apprehension is as individual as are students who experience it. These same results also indicate that instructors who must deal with writing apprehension cannot be expected to do so if they are unaware of its existence; This study concludes with a call for further research, particularly research which addresses the significance of the instructor to writing apprehensive students, computers or no.

Keywords

Apprehension; Classroom; Computer; Writing

Controlled Subject

Language arts; Educational technology

File Format

pdf

File Size

3604.48 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

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