Task based teaching method on English writing anxiety of OCD college students

Abstract

Background

English writing is an important component of college English teaching, but many students may experience psychological anxiety during the writing process. This not only affects their writing performance, but also poses a threat to their mental health. Meanwhile, the application of task-based teaching method in English teaching has achieved good results. However, its role in alleviating psychological anxiety in English writing among college students has not been fully demonstrated, so this study is needed.

Subjects and Methods

A comparative teaching experiment is now being conducted on 420 English major college students with anxiety disorder and obsessive-compulsive disorder. The selected students will be randomly and evenly divided into an experimental group and a control group. In the experiment, the experimental group students were taught college English writing using a task-based teaching method, while the control group was only taught ordinary college English writing. Before and after the teaching experiment, both teams of students need to be tested with the Self-Rating Anxiety Scale (SAS).

Results

The experimental results showed that the SAS scores of the experimental group and control group students before the experiment were 58.2 ± 3.5 and 57.1 ± 4.7, respectively, with no significant difference in data. After the experiment, the SAS score of the experimental group was 42.5 ± 3.6, lower than that of the control group, and the difference was significant.

Conclusions

The task-based teaching method can alleviate the psychological anxiety of English writing among college students with OCD, and has a certain clinical therapeutic effect on anxiety disorders.