My Teaching Experience With Navajo College Students, Writing Anxiety, Contrastive Rhetoric, and Some Suggestions

Huang, Yi-Wen

doi:10.1177/2158244015603105

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…Those factors include learners' low level of self-efficacy (Huerta et al, 2017;Sabti, 2019;Sanders-reio et al, 2014;Wilson & Roscoe, 2019;Zabihi, 2018), learners' self-esteem (Arnold, 1999;Hassan, 2001;Stephens et al, 2021;Wynne et al, 2014), self-beliefs (Jones, 2008), learners' negative selfperception (Y. , writing motivation (Hidi & Boscolo, 2007;Saghafi et al, 2017;Waer, 2021), lack of a linguistic skill (Latif, 2012), and writing strategic ability (Alfarwan, 2022). Meanwhile, some previous studies claimed that vocabulary mastery (Latif, 2012), low of reading interest (Huang, 2015), afraid of taking risks, introvert identity, negative classroom atmosphere, and passive interaction (Arnold, 1999) have been considered as the contributing factors in causing learners' writing anxiety.…”

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confidence: 99%

Students’ essay writing anxiety: A narrative study of Indonesian tertiary EFL learners

Ro’ufiyati

Mahbub²

2023

jees

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Recent years, numerous studies across the world have examined EFL learners’ writing anxiety through their writing test. Yet, there is limited study on investigating learners’ anxiety in essay writing, particularly contextualized in Indonesia. Viewed from the lens of narrative study, this article explores the lived-experience of the university students’ essay writing anxiety situated in a private university in the eastern Java, Indonesia. Two students enrolled in “Critical Essay Writing” Course (KBI112) volunteered to be involved in the study. Grounded in the thematic analysis (Braun & Clarke, 2006) as an analytic lens, findings indicate that the major factors significantly contribute to learners’ essay writing anxiety include: low level writing skill and confidence; learners’ self-efficacy; self-esteem; lack of grammatical knowledge; gender; instructor’s negative feedback; and writing motivation level. Empirical data also reveals that the students with higher writing anxiety level tend to produce low quality writing products and vice versa. This empirical evidence suggests that both teachers and students are highly required to intensify their efforts to create positive learning environment that can make the students to manage their feelings so that they can produce the better quality of essay writing products. This article also discusses pedagogical implications for classrooms and further research, limitations and recommendations.

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Section: Introductionmentioning

confidence: 99%

Students’ essay writing anxiety: A narrative study of Indonesian tertiary EFL learners

Ro’ufiyati

Mahbub²

2023

jees

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“…To overcome these various problems, a learning model is needed to optimize students' literacy skills, especially in narrative essay skills. The ability to write narrative essays is significant to be mastered by students because narrative essays are expressive and imaginative writing skills so that students will freely develop their imagination without being formal (Huang, 2015).…”

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Enhancing Narrative Writing Skills of Elementary School Teacher Education Students through Concentrated Language Encounter (CLE) Model Assisted by Short Film Learning Media

Fauzi

Wardhani

Puspita

et al. 2021

msd

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This research aims at improving the narrative essay writing skills of elementary school teacher education students through Concentrated Language Encounter (CLE) learning activities assisted by short film learning media by employing a quasi-experimental nonequivalent group design. The subjects were all primary teacher education students in West Java, with a sample of 31 elementary school teacher education students in Cimahi City as the experimental class, and 31 Madrasah Ibtidaiyah teacher education students in Bandung City as the control class. The results of the post-test research showed that the average skill of writing narrative essays in the experimental class was 81.10, while the control class obtained an average of 66.32. While the test results of the average N-gain difference in writing narrative essay skills with 2-tailed sig were 0.000 with a significance level of less than 0.05. These findings revealed that there was an increase in the writing narrative essay skills of elementary school teacher education students through the application CLE Model assisted by short film learning media. This research is expected to facilitate lecturers/teachers to teach narrative essay writing skills by optimizing all language skills through the CLE model assisted by short film media.

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My Teaching Experience With Navajo College Students, Writing Anxiety, Contrastive Rhetoric, and Some Suggestions

Abstract: This article analyzes factors that might be associated with Navajo college students’ writing anxiety. Oral tradition, reading, syntax, and past experience are the factors discussed. Suggestions based on previous literature and personal experience are provided.

Cited by 2 publications

References 16 publications

Students’ essay writing anxiety: A narrative study of Indonesian tertiary EFL learners

Students’ essay writing anxiety: A narrative study of Indonesian tertiary EFL learners

Enhancing Narrative Writing Skills of Elementary School Teacher Education Students through Concentrated Language Encounter (CLE) Model Assisted by Short Film Learning Media

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