Improving the Writing Abilities of First Year Undergraduates through Extensive Reading

Linking English Academic Writing Anxiety and Postgraduates in Journalism and Communication: A Systematic Literature Review of Past Achievements and Future Suggestions

“…Topuzkanamis (2015) offers a further viewpoint on writing anxiety by arguing that writing anxiety is a person's concern and negative emotion about a competent writing task 36 . This emphasis on the negative emotion is also evident in Jennifer and Ponniah's (2019) thesis, where they assert that writing anxiety is unpleasant, uneasy and uncomfortable feelings in writing 37 . Although differences in the definition above still exist, there appears to be some agreement that L2 writing anxiety, refers to a negative barrier in situational aspect, preventing the learner from starting or finishing L2 writing, and even leading to their avoiding.…”

WorldCALL2023: Official Conference Proceedings

“…Namaziandost, Nasri, and Ziafar (2019) recommended that teachers consider the value of self-selected materials as a key to successful implementation of extensive reading. Jennifer and Ponniah (2019) found that students who experienced high anxiety experienced negative emotions including confusion, boredom, and stress, preventing them from accessing appropriate information and linguistic constructs from memory. Six out of nine students who participated in the course on reading have taken another course with the author before, and the author perceived it important to: have students continue to experience positive emotions that will provide continual exposure in English, show them what they will be capable of if they continue on with their studies, and promote an environment that allow them to experience the joy of reading self-selected materials and broaden their horizons while developing their linguistic competence in the target language as well.…”

The Eclectic Approach for the EFL Writing Classroom : Practices and Perspectives at a University in Indonesia

“…They thus get a more in-depth insight into the expected text they need to write. Through reading at any step of writing, the element of writing competencies can be achieved (Jennifer & Ponniah, 2019).…”