Articlegreen2013

Writing anxiety: a case study on students’ reasons for anxiety in writing classes

62 citations0/0 files storedDergiPark (Istanbul University)

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Communication in Education and Healthcare

Abstract

The purpose of the present study was twofold. First, the present study set out to investigate the learners‟ attitudes towards academic writing courses that they have to take as part of their curriculum, whether they experience second language writing anxiety and what reasons they report for their anxiety and failure in academic writing courses. Second, the study aimed to develop a selfreport measure of second language writing anxiety reasons. In the first part of the study, 150 first year students took part. In the eighth week of 14-week semester, the participants were asked to write at least two paragraphs explaining and describing their attitudes and state their reasons of failure and the reasons of anxiety in writing courses. The student paragraphs were analyzed and their reasons were itemized and a Likert-type response format was adopted. The scale was administered twice to the first year students the following year. The scale was first administered in the 5th week of 14-week semester and it was administered three weeks later for a second time in order to examine the test-retest reliability. In order to evaluate the validity another measurement instrument which was modified from English Writing Apprehension Test developed by Daly and Miller (1975) was used. The four factors corresponded to the writing itself and writing course, writing skill, teacher and coursebook. To determine the internal consistency Cronbach‟s coefficient alfa was calculated. The results of the study are categorized into four. These are reasons related to how learners feel towards writing activity, writing as a skill, teacher and coursebook. Those learners who were asked to write paragraphs and those who answered the writing anxiety reasons scale claimed that they have writing anxiety and may fail because they do not have writing habit and they occasionally wrote in their previous experience and they are not used to writing and express themselves in writing because in their previous education they were familiar taking tests. Learners thought that they lack necessary strategies like organizing ideas, gathering information, combining ideas. Moreover, they thought that their English is not enough to express themselves clearly.

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References

1986Foreign Language Classroom Anxiety 2000Developing Motivation to Write 2002Factors Associated with Foreign Language Writing Anxiety 1989Richness in Writing: Empowering Esl Students 1981The Role of Writing Apprehension in Writing Performance and Competence 2000It Ain’t Over ’til It’s Over: On Foreign Language Anxiety, First Language Deficits, and the Confounding of Variables 1991A comparison of training programs intended for different types of test-anxious students: Further support for an information-processing model.2001The Relationship of Writing Apprehension and Self-Esteem to the Writing Quality and Quantity of EFL University Students.

Cited by

2023An investigation of foreign language writing anxiety and its reasons among pre-service EFL teachers in Pakistan 2019Writing Anxiety among Indonesian EFL Students: Factors and Strategies 2016The relationship between writing anxiety, writing selfefficacy, and Spanish EFL students’ use of metacognitive writing strategies: a case study 2020Do Medical Students Experience Writing Anxiety While Learning English as a Foreign Language?2017Developing Business Writing Skills and Reducing Writing Anxiety of EFL Learners through Wikis

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