抄録
The purpose of this study is to clarify how teachers can lower learners’ writing apprehension with pedagogical intervention. Forty-seven science major undergraduate students were employed as the participants. They took a course consisting of 15 lessons and wrote 3 essays. The course was designed to lower their writing apprehension as well as to develop their writing proficiency. To lower their writing apprehension, the following 4 guiding principles were established: (1) the participants are in charge of meaning construction of their writing, (2) what the participants write is new to the teacher, (3) the teacher shows a deep responsiveness to the participants’ expressions and provides positive feedback to refine the content of their expression and (4) corrective feedback is provided at the final stage of the composing process. The Daly-Miller Test was given in the first (henceforth, Time 1) and the last (henceforth, Time 2) lessons to clarify how their writing apprehension had changed over the 15 lessons. The result shows that they lowered their writing apprehension significantly from Times 1 to 2 and that 40 out of the 47 participants lowered their writing apprehension.
