Exploring the relationship between writing anxiety and writing self-efficacy of international students learning Turkish as a second language

Moralı, Gürkan; Boran, Murat

doi:10.18844/cjes.v16i4.6071

Cited by 3 publications

(2 citation statements)

References 32 publications

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“…Moreover, students also feel anxious when they are writing a thesis for the first time because thinking in English was difficult. This anxiety is a challenge that undergraduate students must face in writing a thesis for the first time (Ferolino et al, 2022, Morali & Boran, 2021Quvanch & Si Na, 2022;Rohmah & Muslim, 2020;Salikin, 2019).…”

Section: For the First Time In Forevermentioning

confidence: 99%

Unfolding Stories of Undergraduate Thesis Writers: Voices from EFL learners at Islamic Higher Education

Khasanah¹,

Ningrum²,

Toyyibah³

et al. 2023

Eralingua

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Abstract. This study aimed to investigate the challenges and strategies faced by undergraduate students in Islamic Higher Education when writing theses. The study had four participants, two of whom completed their degrees on time (SGO) and two who failed to do so (SGN). Despite both groups facing challenges and employing strategies, they had some differences in their experiences. Common issues faced by both groups were difficulty generating ideas, selecting a topic, feeling confused and anxious, and procrastination due to various reasons. SGN students faced additional problems such as laziness, unexpected events, and issues with supervisors. The study also found that family support and spiritual practices like prayers and invocations helped students complete their theses. The support and encouragement from their parents served as a significant boost to the students' motivation in finishing the thesis. The study highlights the importance of surrendering to Allah's plan and trusting His wisdom, as well as maintaining a positive outlook and seeking support from family and spirituality. Overall, the study uncovered various problems faced by undergraduate students and the strategies they used to deal with them, emphasizing the importance of perseverance and relying on Allah's guidance.Keywords: Thesis Writing, Challenges, Strategies, Islamic Higher Education, Narrative Inquiry

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Section: For the First Time In Forevermentioning

confidence: 99%

Unfolding Stories of Undergraduate Thesis Writers: Voices from EFL learners at Islamic Higher Education

Khasanah¹,

Ningrum²,

Toyyibah³

et al. 2023

Eralingua

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“…nglish as a Foreign Language (EFL) writing anxiety is regarded as an important nonintellectual emotional factor that to a certain extent determine the attitude and experience of writing learning and restricts the effort, engagement, and language achievement of EFL learners (Sun & Fan, 2022;Waller & Papi, 2017;Zarrinabadi & Rahimi, 2022), and playing a crucial role in EFL writing learning. While certain forms of writing anxiety, such as situational and trait anxiety, may enhance EFL learners' task performance (Nodoushan, 2015), overall, writing anxiety negatively impacts their writing performance (Morali & Boran, 2021). This is because writing anxiety, characterized by tension, nervousness, and worry experienced during the writing process, leads to unpleasant writing experiences, boredom, and diminishes the quality of their writing tasks (Wern & Rahmat, 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners

Sun,

Motevalli,

Chan

2024

QRE

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Writing anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing performance, with limited attention paid to exploring writing anxiety during the writing process and its sources in depth. This study applied a qualitative method to explore Chinese EFL learners’ writing anxiety in the writing process. Thematic analysis was used for analyzing data collected through semi-structured interviews with 18 Chinese EFL learners. The results revealed seven primary themes, including lack of knowledge about the writing topic, inexperience with the genre, challenges with brainstorming or coming up with ideas, trouble with structuring or arranging information, difficulty with integrating sources, linguistic difficulty, and negative or no feedback from instructors. The findings indicated that writing anxiety accompanies throughout the writing process. EFL learners need strategies to alleviate writing anxiety, including clear instructions on how to approach writing tasks, provision of appropriate resources, individualized feedback, and a supportive learning environment.

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Anxiety and the Production of Writing

Gaki,

Vasilaki,

Spantidakis

2023

Developmental Language Disorders in Childhood and Adolescence

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The production of writing is an intentional, dynamic, and difficult linguistic, cognitive, social, and emotional problem-solving process that requires students to orchestrate multiple skills and sub-skills. At the same time, research evidence supports the important role anxiety plays during the writing process. Writing anxiety has implications for both the motivation and desire to engage in the writing process and the performance of students. The authors present data that reveal the importance of writing anxiety, its sources, its symptoms, and the ways to facilitate it. One cannot investigate the cognitive processes without taking into account the emotional processes and their effects on cognition. There is a need to design, implement, and evaluate teaching interventions to create supportive and anxiety-reducing learning environments, enhancing students, coordinating the cognitive processes, and coping with the generation of negative emotions by reducing the production of writing anxiety.

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Exploring the relationship between writing anxiety and writing self-efficacy of international students learning Turkish as a second language

Cited by 3 publications

References 32 publications

Unfolding Stories of Undergraduate Thesis Writers: Voices from EFL learners at Islamic Higher Education

Unfolding Stories of Undergraduate Thesis Writers: Voices from EFL learners at Islamic Higher Education

Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners

Anxiety and the Production of Writing

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