A phenomenological research study on writer’s block: causes, processes, and results

Baştuğ, Muhammet; Ertem, İhsan Seyit; Keskin, Hasan Kağan

doi:10.1108/et-11-2016-0169

Cited by 8 publications

(6 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Zorbaz's (2015) study revealed that socio-economic status and writing in L1 and L2 do not impact writer's block, yet the low frequency of reading and writing along with inadequate writing practices, lead to writer's block in higher education. In addition, Baştuğ et al's (2017) phenomenological study also revealed that text types, inappropriate and unclear task instructions, and the limited time allocated to students appeared as reasons for blocks.…”

Section: Writer's Blockmentioning

confidence: 97%

“…Such stoppage in the writing process may bring about temporary but significant decreases in the quality and quantity of written works. Therefore, it is often accompanied by stress, a sense of failure, and hopelessness, culminating with abandoning writing, tearing and throwing away the whole text, or permanently calling off the project (Baştuğ et al, 2017). Writers often report that blockage manifests itself while generating, articulating, and expressing ideas and choosing which to follow (Ahmed & Güss, 2022).…”

Section: Writer's Blockmentioning

confidence: 99%

“…Despite the valuable insights these studies have revealed, the literature on academic writing in English fails to capture a complete picture of writer's block due mainly to two reasons. First, in these studies, Rose's (1984) scale or its variations were used, which means that these studies are heavily anchored in the assumption that writer's block stems from cognitive variables, excluding other variables that Baştuğ et al (2017) and Ahmed and Güss (2022) underline. Secondly, these studies do not provide insights into the impact of text types, students' self-administered strategies to overcome writer's block, and their needs to cope with the problem.…”

Section: Empirical Studies On Writer's Block In Academic Writing In E...mentioning

confidence: 99%

See 2 more Smart Citations

Undergraduate Students’ Writer’s Block in English as an Academic Language: Causes, Coping Strategies Needs

ZORBA

2023

Bayburt Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

This study aims to explore writer’s block in the tertiary education context and draws from 644 English language and literature students’ self-reports on producing academic texts in English. A mixed-methods survey design was used to collect data from the participants. Findings showed that both internal and external causes of writer’s block were at work, yet external causes were moderately more influential, while students produced argumentative-critical and expository essays and were influential in the drafting stage of the writing process. Findings also revealed that students pursued continue-to-write and avoid-writing strategies in different combinations to cope with writer’s block and needed to expand their knowledge and experience in drafting, planning, using academic language, coherence, and smooth transitions between sentences and paragraphs. Lastly, findings highlighted the need for clear instructions, studying sample texts, and feedback from teachers to overcome writer’s block. In light of these findings, several pedagogical implications were suggested.

show abstract

Section: Writer's Blockmentioning

confidence: 97%

Section: Writer's Blockmentioning

confidence: 99%

Section: Empirical Studies On Writer's Block In Academic Writing In E...mentioning

confidence: 99%

See 1 more Smart Citation

Undergraduate Students’ Writer’s Block in English as an Academic Language: Causes, Coping Strategies Needs

ZORBA

2023

Bayburt Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

“…Procrastination is defined as the postponing of or failure to begin tasks such as preparing for exams and completing assignments (Milgram, Mey-Tal & Levinson, 1998;Solomon & Rothblum, 1984). In particular, producing texts for assessment causes student blocks, procrastination, and perfectionism (Bastug, Ertem, & Keskin, 2017;Flett, Stainton, Hewitt, Sherry, & Lay, 2012;Grunschel, Patrzek, & Fries, 2013;Lonka et al, 2014). Research shows that students whose language of instruction is their second language experience a higher level of procrastination in their first year of study than do native speakers (Sarid, Peled, & Vaknin-Nusbaum, 2021).…”

Section: University Students' Writing Conceptionsmentioning

confidence: 99%

The Relationship between International Higher Education Students’ Writing Conceptions and Approaches to Learning

Yin¹,

Parpala²,

Toom³

2023

Journal of Writing Research

View full text Add to dashboard Cite

Writing is challenging for international students, who often possess inadequate writing skills and are required to adapt to the new learning environment. Students' approaches to learning have been shown to relate to some constructs of writing conceptions. Nevertheless, little research exists on the relationship between such conceptions and approaches to learning. This study explores writing conceptions, approaches to learning, and their interrelationship among international students. The data were collected from 162 international students at a research-intensive Finnish university using the HowULearn Questionnaire and the Writing Process Questionnaire. Data analysis included bivariate correlations, confirmatory factor analysis, t-test, latent profile analysis, and ANOVA tests. The results demonstrated how approaches to learning correlated with the writing conceptions of the participants. Three profiles were identified: deep and organised students (72.8%), deep and unorganised students (14.2%), and unreflective and unorganised students (13.0%). These profiles were statistically different in all writing conceptions, including blocks, procrastination, perfectionism, innate ability, knowledge transforming and productivity. Overall, students' ability to reflect on their learning and organise their studying played an important role in their writing conceptions. Based on the findings, the study provides strategies for developing writing for international students and suggestions for enhancing teaching in host universities.

show abstract

“…Castillo (2014) suggested that most writers (even longpracticed writers) experience this in one way or another. Bastug et al (2017) noted that writer's block is related to certain cognitive and affective issues in the writing process. These issues intensify when writing doctoral dissertations, particularly in the literature review (Rose & Rose, 2009).…”

Section: Write Smallmentioning

confidence: 99%

Writing Doctoral Dissertation Literature Review: Identifying the Prerequisites, Corequisites, and the Iterative Process for Writing the Literature

Ali

Pandya

VARMA

2022

IJDS

View full text Add to dashboard Cite

Aim/Purpose: Identify the prerequisites, the corequisites, and the iteration processes in organizing and writing the literature review chapter of doctoral dissertations. Background: Writing the literature review chapter of doctoral dissertations presents unique challenges. Students waste a lot of time identifying material to write, and the experience is generally that of frustration and time delay. Methodology: This paper reviews literature to identify levels of information helpful for writing the literature review chapter: prerequisites, corequisites, and iteration process. Contribution: The contribution of this paper is different than others that have been writ-ten about the literature review. The intended audiences for this paper are mentors, advisors, or academies that supervise students in writing their doctoral dissertations. This paper introduces the writing of the literature review by organizing the suggestions into groups of topics more familiar to academies than in other fields. The concepts of prerequisites, corequisites, and iteration are very familiar to educators; they often use them in their courses. The academic curriculums are built on such concepts. Thus, grouping the discussion into these terms familiar to mentors, advisors, or doctoral dissertations supervisors will put the findings into a more helpful focus for educators that supervise students in writing the literature review chapter. Findings: Writing a doctoral dissertation literature review is long and complicated be-cause some students delve into the writing without much preparation. Identifying what is helpful before and during the writing and being mindful of the repetitive steps helps guide the students through the writing of the literature review chapter of doctoral dissertations. Recommendations for Practitioners: Before delving into the writing of the literature review, it will be helpful to identify the prerequisites, the corequisites, and the iteration process that goes into the writing literature review. Recommendations for Researchers: Writing the literature review chapter in doctoral dissertations remains challenging. More research would be helpful that focuses on the late writing stages. The suggestions we made in this paper could form a solid start for future research in this topic. Impact on Society: The research findings will help doctoral mentors/advisors guide students in completing the chapter on literature review.

show abstract

A phenomenological research study on writer’s block: causes, processes, and results

Cited by 8 publications

References 17 publications

Undergraduate Students’ Writer’s Block in English as an Academic Language: Causes, Coping Strategies Needs

Undergraduate Students’ Writer’s Block in English as an Academic Language: Causes, Coping Strategies Needs

The Relationship between International Higher Education Students’ Writing Conceptions and Approaches to Learning

Writing Doctoral Dissertation Literature Review: Identifying the Prerequisites, Corequisites, and the Iterative Process for Writing the Literature

Contact Info

Product

Resources

About