English language writing skills play a significant role in academic and professional lives in the ESL context. Anxiety can have debilitating effects on learning English language listening, reading, speaking and writing skills. The objective of the current study was to explore the causes of writing anxiety in Pakistani undergraduate ESL students. The data for this study were collected from Pakistani ESL students and English language teachers in Karachi with asample that had both public and private-sector representation. Group interviews were held to collect the data. Interview protocols were designed for the interviews of the students and the teachers and checked for self-validity and expert validity. Three group interviews were carried out with the undergraduate ESL students and two with the ESL English language teachers. All of the interviews were audio recorded and transcribed. Respondent validation technique was used for the transcription and similarly, inter-coder reliability was carried out for respondents’ Urdu translation into English. The findings revealed multiple causes of Pakistani ESL students’ English language writing anxiety.
Teachers’ instruction receives immense impact from multiple factors and among them awareness of learning styles’ preferences is significant. Shea (1983) found a strong relationship between styles of learning and reading comprehension. This study attempted to explore correlation between reflective and impulsive styles of learning and scanning information in text scores. 382 undergraduates engineering students (male and female) were selected from a Public sector Engineering University. Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi’s (2001) questionnaire was used to explore the patterns of learning styles along with its relevance with the role of gender. A reading test was also conducted along with the questionnaire based on scanning skills. Pearson product-moment correlation test was applied to ascertain the correlation between the variables. The findings will be useful for teachers to determine preferences of learning style of students which will impact educational policies and techniques in general.
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