The study aimed at investigating the relationship between writing anxiety and writing self-efficacy in English for special education Arab learners of English. It also investigated the use of writing anxiety scores as a predictor of writing self-efficacy. In addition, it explored differences between males and females in both writing anxiety and writing self-efficacy in English. The sample of the study consisted of 90 intermediate school students in the state of Kuwait (47 males and 43 females); the mean age was 8.67 years and the standard deviation was 2.4 years. The descriptive research design was adopted in the study. The researchers used writing anxiety scale, writing self-efficacy scale and an achievement test in English writing skills. Results of the study showed that there is a positive relationship between students' writing anxiety and writing self-efficacy for male students and the overall sample while no relationship was detected among these variables for female students. In addition, results revealed that writing anxiety scores could be used as a predictor of students' writing self-efficacy in English for male students and the overall sample of the study whereas writing anxiety scores could not be used as a predictor of writing self-efficacy for female students. It was found that there were no statistically significant differences between male and female students in their scores of writing anxiety and writing self-efficacy in English Language.
The current study aimed at investigating the relationship between speaking anxiety and oral fluency of Arab intermediate school students. It also investigates the differences between male and females students in speaking anxiety profile and their oral fluency performance. The sample of the study consists of (121) students in intermediate school in the state of Kuwait (68 males and 53 females). The mean age of the sample is (9.74) years and standard deviation is (1.46) years. The descriptive research design was used. The researcher used speaking anxiety scale that was developed by Berko et al. (2004) and an oral fluency skills interview. Results of the study showed that there are positive relation between student speaking anxiety and their performance in oral performance skills of male students and the total sample of the study. It is also found that no relations were found between female students speaking anxiety and their oral fluency performance. Findings indicated that there were statistically significant differences between male and female students in oral fluency in favor of male students. Whereas, no statistically significant differences were found between male and female students in their speaking anxiety.
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