IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v15y2023i7p5855-d1109401.html

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

Author

Listed:
  • 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
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/15/7/5855/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/15/7/5855/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    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. 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.
    3. 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.
    4. 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.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Sandra Aurand Bosch & Donna Mowery Rice, 2024. "An Evaluation of the Nunez Community College Quality Enhancement Program: Assessing the Impact of Embedded Conover Workplace Readiness® Modules on Students’ Work Readiness," SAGE Open, , vol. 14(2), pages 21582440241, May.
    2. Qian Zhou & Hasnah Binti Mohamed, 2025. "Modeling Foreign Undergraduates’ Chinese Language Writing Mindset, Achievement Goals, and Self-regulated Learning Strategies," SAGE Open, , vol. 15(4), pages 21582440251, November.
    3. Yingchun Liu & Zhuojing Ni & Shimin Zha & Zhen Zhang, 2022. "Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography," Sustainability, MDPI, vol. 14(23), pages 1-18, November.
    4. Miao Yue & Morris Siu-Yung Jong & Yun Dai, 2022. "Pedagogical Design of K-12 Artificial Intelligence Education: A Systematic Review," Sustainability, MDPI, vol. 14(23), pages 1-29, November.
    5. Fanghua Liu & Yanchao Yang & Feng (Robin) Wang & Wangze Li, 2025. "The English Debating Self-Efficacy Scale: Scale development, validation, and psychometric properties," PLOS ONE, Public Library of Science, vol. 20(2), pages 1-17, February.
    6. Asma Almusharraf, 2026. "AI chatbots in L2 writing: anxiety, usefulness, and writing outcome," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 13(1), pages 1-13, December.
    7. Kadir Kaplan & İhsan Akeren & Bahadır Gülden, 2025. "The Effect of Self-Regulated Learning-Based Practices on Writing Anxiety: A Curriculum-Focused Mixed Study," SAGE Open, , vol. 15(3), pages 21582440251, September.
    8. 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.
    9. Qingyang Li & Yuan Yao & Xinhua Zhu, 2024. "The association between writing motivation and performance among primary school students: considering the role of self-efficacy," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.
    10. Sarkawt Muhammad Qadir & Hanife Bensen Bostanci & Mustafa Kurt, 2021. "Writing Apprehension Among English as a Foreign Language Postgraduate Students," SAGE Open, , vol. 11(2), pages 21582440211, April.
    11. Ahmed Abdulateef Sabti & Aalaa Yaseen Hassan & Hutheifa Yousif Turki & Ali Salman Hummadi, 2024. "A Study of the Causes and the Effect of Writing Anxiety Components on Iraqi EFL Students’ Attitudes," SAGE Open, , vol. 14(4), pages 21582440241, October.
    12. Mohammad H. Al-khresheh & Taha O. Alkursheh, 2024. "An integrated model exploring the relationship between self-efficacy, technology integration via Blackboard, English proficiency, and Saudi EFL students’ academic achievement," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 11(1), pages 1-12, December.
    13. Ayman Suliman Jarrar, 2021. "The Impact of Motivation on Dynamic Capabilities in Jordanian Commercial Banks," International Business Research, Canadian Center of Science and Education, vol. 14(1), pages 130-130, January.
    14. Selamawit Getachew Wendimu & Hailay Tesfay Gebremariam, 2024. "Teacher-Students Collaboration: Using Guided-Writing Instruction to Assist Learners with Writing Difficulties and Low Motivation to Write," SAGE Open, , vol. 14(2), pages 21582440241, May.
    15. Ting Huang & Chenze Wu & Wenkang Zhang & Yao Chen, 2025. "The Effect of Production-Oriented Approach on Chinese University Students’ Foreign Language Writing Anxiety and English Writing Performance: Evidence From a Longitudinal Study," SAGE Open, , vol. 15(2), pages 21582440251, June.
    16. Jungmyoung Son & Seulki Kim, 2025. "A Living Lab Model for Elementary Informatics Education: Enhancing Sustainability Competencies Through Collaborative Problem-Solving, Computational Thinking, and Communication," Sustainability, MDPI, vol. 17(13), pages 1-22, June.
    17. Peiqi Zhu & Xiaohui Sun, 2025. "Investigating Writing Self-Efficacy and Writing Self-Regulated Learning Strategies Across Different Writing Proficiency Levels in Chinese English Majors: A Mixed-Methods Design," SAGE Open, , vol. 15(4), pages 21582440251, December.

    More about this item

    Keywords

    ;
    ;
    ;
    ;
    ;

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:15:y:2023:i:7:p:5855-:d:1109401. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.