Evaluación formativa interactiva para abordar la ansiedad por escrito: una propuesta para la secundaria

Abstract

This monograph reports an inquiry at a middle school English language class in Bogota that looked into the levels of anxiety in the syllabus's writing component. The literature has identified communication apprehension, test anxiety, and fear of negative evaluation. Our diagnosis indicated that the eighth-graders felt apprehension and frustration in writing tasks, which affected their linguistic development and self-esteem. We look into how learners perceive the use of interactive resources in their foreign language learning. On account of this, we proposed a pedagogical intervention to understand the participants' thoughts on interactive tasks supported with Google Classroom. We planned questionnaires, interviews, students' artifacts, and journals. We encourage fellow teachers to use our pedagogical innovation to help their learners reduce their anxiety when producing original texts or expressing themselves in writing.