&lt;p&gt;Do Medical Students Experience Writing Anxiety While Learning English as a Foreign Language?&lt;/p&gt;

Rabadi, Reem Ibrahim; Rabadi, Alexander

doi:10.2147/prbm.s276448

Cited by 27 publications

(42 citation statements)

References 41 publications

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“…They are also concerned about how their compositions would be received by the readers, and that their teacher may use their writing output as a sample to be discussed in the class. This is consistent with the results of a study by Rabadi & Rabadi (2020), wherein it was determined that the root cause of English language learners' writing anxiety is their poor linguistic knowledge. Students who have limited knowledge of grammatical rules and have poor vocabulary experience high levels of writing anxiety.…”

Section: Resultssupporting

confidence: 91%

Foreign Language Anxiety Experiences of Filipino Students Across the Four Macro Skills

Labicane¹

2021

LANGLIT

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Throughout the years, scholars have determined that foreign language learning is associated with negative emotional reactions rooted from communication apprehension, test anxiety, and fear of negative evaluation; a phenomenon more widely known as Foreign Language Anxiety (FLA), which has effectively hindered language learning for many students. Moreover, it does not help that the abrupt and drastic pedagogical transformations brought about by the COVID-19 pandemic in itself has proven to be stressful and anxiety-provoking for the learners. In this context, the aim of this study was to determine the foreign language anxiety experienced by Filipino learners in the remote learning setup. This mixed method study gathered data from 83 Filipino college students about their FLA experience across the four macro skills: reading, writing, listening and speaking amidst remote learning. Results revealed the participants experienced the highest level of anxiety with speaking. However, it must be noted that the fear of making mistakes and fear of negative evaluation can be observed across all the four macro-skills. Participants also struggle with opportunities to improve across the four macro skills due to the intermittent internet connection, inadequate resources, and limited interaction with their teachers and peers.

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Section: Resultssupporting

confidence: 91%

Foreign Language Anxiety Experiences of Filipino Students Across the Four Macro Skills

Labicane¹

2021

LANGLIT

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“…The results of this study are in agreement with the results of the previous studies [17]. Conversely, the findings of this study are different from studies that found most students were highly anxious in writing activity [16], [30]. Concerning gender analysis, this study supports the finding of studies ( [1], [21], [22] which show that male students were less anxious than female students, but they were not significantly different [23], [31].…”

Section: Discussionsupporting

confidence: 87%

EFL Students’ Writing Anxiety in Online Learning Environment during the Covid-19 Pandemic

Kurniasih¹,

Cahyono²,

Astuti³

et al. 2022

Proceedings of the 67th TEFLIN International Virtual Conference &Amp; The 9th ICOELT 2021 (TEFLIN ICOELT 2021)

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Research on writing anxiety has been widely done in an offline setting for many years. The results informed that students were at various levels of writing anxiety. Due to the global pandemic, language classrooms have been shifted into emergency remote learning. It is susceptible that students also experience writing anxiety in an online learning environment. This study investigates the students' writing anxiety in an online setting. More specifically, it investigates the the levels and types of writing anxiety across gender. This study involved 215 EFL students from three universities in Indonesia. The SLWAI questionnaire was distributed via Google. The obtained data were analyzed using an independent sample t-test to figure out the difference and levels and types of writing anxiety across gender. The findings showed that EFL students experience writing anxiety in an online setting. The results showed that both groups had moderate anxiety levels. Female students' average score (63.81) was slightly higher than male students (62.01). Statistical analysis showed that no statistical difference was observed in levels of anxiety across gender. In addition, male and female students experienced somatic anxiety, cognitive, and avoidance behavior. Cognitive anxiety and avoidance behavior anxiety were at moderate levels; however, the two groups experienced higher somatic anxiety in online writing activities. This indicates that students had unpleasant feelings as a result of the anxiety experienced.

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“…While the students were found to experience cognitive anxiety as their most dominant type of writing anxiety, the results were quite predictable, which was also seen in (Kusumaningputri et al, 2018;Okubay, 2020;Rabadi and Rabadi, 2020). The students may not set the target of getting excellent marks, but the effect of cognitive anxiety could drive learners to worry about negative evaluation of their work (David et al, 2018;Tsiriotakis et al, 2017).…”

Section: Discussionmentioning

confidence: 83%

“…In line with the review of the related studies, much research has been carried out to determine the types, levels, and causes of ESL writing anxiety. The findings differ from one another, such as in some studies, the most dominant type of writing anxiety is cognitive anxiety (David et al, 2018;Iksan & Halim, 2018;Jafari, 2019;Kusumaningputri et al, 2018;Okubay, 2020;Rabadi & Rabadi, 2020;Tsiriotakis et al, 2017;Wern & Rahmat, 2021). As for somatic anxiety, it is found to be the most dominant in some research, such as in (Alfiansyah et al, 2017;Arindra and Ardi, 2020;Ekmekci, 2018;Rudiyanto, 2017).…”

Section: Previous Studies On Esl Writing Anxietymentioning

confidence: 90%

ESL Writing Anxiety in the CEFR Setting: Does it Affect the Students?

Nor¹,

Yunus²

2022

IJARPED

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English Language Education Reform in Malaysia: A Roadmap (2015-2025) seeks to integrate the teaching of English in Malaysia with the Common European Framework of References (CEFR), which influences the required writing skills of secondary school students. Writing skills acquisition in English as a second language could be compromised by negative psychological implications. By disturbing students' focus, fear, anxiety, and worry can jeopardize the learning process; this is also known as ESL writing anxiety. Pursuant to the CEFR, the goal of this study is to examine the types, levels, and causes of ESL writing anxiety among 43 purposively selected secondary school students in Raub, Pahang. The Second Language Writing Anxiety Inventory (SLWAI) by Cheng (2004) was used to determine the types and levels of writing anxiety, followed by semi-structured interview questions adapted from Rezaei and Jafari's Causes of Writing Anxiety Inventory (CWAI) (2014). Cognitive anxiety is the most common type of ESL writing anxiety among these students (mean = 2.97), followed by somatic anxiety (mean = 2.93), and then avoidance behaviour (mean = 2.2). As for levels of writing anxiety, most of the respondents are at average. As causes of writing anxiety, the themes of (1) negative writing experience, (2) negative writing attitude, and (3) writing knowledge and skill were evaluated in relation to the types and levels of writing anxiety. These findings are designed to inform CEFR-aligned English writing instruction.

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<p>Do Medical Students Experience Writing Anxiety While Learning English as a Foreign Language?</p>

Cited by 27 publications

References 41 publications

Foreign Language Anxiety Experiences of Filipino Students Across the Four Macro Skills

Foreign Language Anxiety Experiences of Filipino Students Across the Four Macro Skills

EFL Students’ Writing Anxiety in Online Learning Environment during the Covid-19 Pandemic

ESL Writing Anxiety in the CEFR Setting: Does it Affect the Students?

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