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Mauve Journal De Leardu
ISSN : -     EISSN : 30481554     DOI : https://doi.org/10.37899/mjdl
Core Subject : Education,
Welcome to Mauve Journal De Leardu [e-ISSN: 3048-1554], the premier online destination for researchers, scholars, and innovators. Our platform provides a global network of professionals and experts in various fields of research, promoting knowledge-sharing and collaboration on a scale like never before. In here, we are dedicated to empowering researchers, educators, and practitioners from all corners of the world to explore the frontiers. through a range of digital resources. From scholarly articles and research papers to thought-provoking discussions and interviews with leading experts in the field, our platform offers a wealth of information and insights that inspire innovation and discovery. We believe that research and innovation have the power to change the world, and we are committed to providing a platform that empowers researchers and scholars to make a difference. Whether you are a seasoned researcher or an aspiring student, our platform is designed to help you unlock your potential and achieve your academic and professional goals. The scope of this journal covers education studies, including but not limited to teacher education, vocational education, psychological education, educational counseling, educational technology, educational management, special education, curriculum development, philosophy of education, e-learning, teaching and learning, comparative education, compulsory education, continuing education, developmental education, and language education.
Articles 51 Documents
Alleviating Second Language Writing Anxiety through Gamified Platforms: An Empirical Study on High School Learners Maverick Vinales; Nguyen Thuy Minh
Mauve Journal De Leardu Vol. 3 No. 3 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i3.387

Abstract

Developing academic writing proficiency often poses severe psychological and cognitive challenges for learners of English as a Foreign Language (EFL), though empirical evidence regarding active technological solutions in high school settings stays limited. This quantitative quasi-experimental inquiry examined how an 8-week intervention utilizing a theory-grounded gamified writing application influenced Second Language (L2) writing anxiety among Vietnamese secondary school students. Adopting a non-equivalent control group pre-test/post-test design, 80 learners from two pre-existing classrooms were divided into an experimental condition, which received gamified digital instruction, and a control condition, which underwent conventional product-focused, paper-based training. The Second Language Writing Anxiety Inventory (SLWAI) served as the primary data collection instrument. Results from paired-samples t-tests indicated a remarkable and profound decrease in global writing anxiety, alongside its distinct sub-dimensions of somatic, cognitive, and avoidance anxieties, specifically within the experimental cohort. Additionally, an ANCOVA confirmed that the experimental group exhibited significantly lower post-intervention anxiety scores than their conventionally taught peers, with the instructional approach explaining 61.2% of the variance. Ultimately, this evidence supports the integration of an anxiety-aware, autonomy-supportive pedagogy that utilizes game elements to alleviate debilitating affective hurdles.