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Effects of the Fundamental Concepts of Computational Thinking on Students’ Anxiety and Motivation toward K-12 English Writing

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  • Hsi-Hung Peng

    (Department of Industrial Education and Technology, National Changhua University of Education, Changhua 500, Taiwan)

  • Astrid Tiara Murti

    (Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology, Douliu 640, Taiwan)

  • Lusia Maryani Silitonga

    (Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology, Douliu 640, Taiwan
    Master of English Education Department, Universitas PGRI Semarang, Semarang 50232, Indonesia)

  • Ting-Ting Wu

    (Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology, Douliu 640, Taiwan)

Abstract

Computational thinking (CT) skills are now a key part of everyday life and work, and CT has been incorporated into K-12 curricula worldwide. Combining the fundamental concepts of CT with English writing constitutes an innovative and sustainable learning strategy. However, few academic studies have examined the incorporation of CT into English writing. English writing frequently generates excessive stress and anxiety among students, yet motivation can mitigate the negative effect of anxiety. This study investigated the effects of the fundamental concepts of CT on reducing writing anxiety and increasing motivation toward English writing. A quasi-experimental design was applied, and data were collected from experimental and control groups through writing anxiety and motivation questionnaires. The results indicated that the fundamental concepts of CT exerted a more significant influence on the dimensions of writing anxiety and motivation than did a conventional learning method. In conclusion, the fundamental concepts of CT promoted organized and structured English writing, increased students’ writing motivation, and reduced their writing anxiety.

Suggested Citation

  • Hsi-Hung Peng & Astrid Tiara Murti & Lusia Maryani Silitonga & Ting-Ting Wu, 2023. "Effects of the Fundamental Concepts of Computational Thinking on Students’ Anxiety and Motivation toward K-12 English Writing," Sustainability, MDPI, vol. 15(7), pages 1-16, March.
  • Handle: RePEc:gam:jsusta:v:15:y:2023:i:7:p:5855-:d:1109401
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    References listed on IDEAS

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    1. Zhenzhen He & Xuemei Wu & Qiyun Wang & Changqin Huang, 2021. "Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection," Sustainability, MDPI, vol. 13(20), pages 1-21, October.
    2. Ahmed Abdulateef Sabti & Sabariah Md Rashid & Vahid Nimehchisalem & Ramiza Darmi, 2019. "The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners," SAGE Open, , vol. 9(4), pages 21582440198, December.
    3. José Luis Ortega Martín & Imke B. Hameleers & Juan-Manuel Trujillo-Torres & Antonio-José Moreno-Guerrero, 2020. "A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition," Sustainability, MDPI, vol. 12(19), pages 1-11, September.
    4. Morris Siu-Yung Jong & Jie Geng & Ching Sing Chai & Pei-Yi Lin, 2020. "Development and Predictive Validity of the Computational Thinking Disposition Questionnaire," Sustainability, MDPI, vol. 12(11), pages 1-17, May.
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