Relationship of Apprehension about Writing to Performance as Measured by Grades in a College Course on Composition

Fowler, Bill; Kroll, Barry M.

doi:10.2466/pr0.1980.46.2.583

Cited by 11 publications

(8 citation statements)

References 3 publications

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“…Previous research has shown that students with higher anxiety received lower grades on essays, written exams, and standardized writing tests (Daly, 1985;Lee & Krashen, 1997). However, Fowler and colleagues (Fowler & Kroll, 1980;Fowler & Ross, 1982) found no significant relationship between writing anxiety and grades, particularly when English proficiency was controlled. Other studies indicated that students in advanced writing classes reported lower writing anxiety (Daly & Miller, 1975; • H1-Students with higher GPAs experience lower levels of writing anxiety than students with lower GPAs.…”

Section: Writing Self-efficacymentioning

confidence: 95%

Pain and Pleasure in Short Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing Self‐Efficacy

Martinez

Kock

Cass

2011

J Adolescent & Adult Lit

116

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Since the inception of the Writing Across the Curriculum movement more than 30 years ago, scholars have explored ways of enhancing students' writing performance. Faculty members across disciplines are often challenged by students' resistance to writing; resistance that may stem from anxiety, poor academic performance, and lack of recognition that writing is important in their lives. To examine predictors of students' writing anxiety and writing self‐efficacy, 127 college students completed a pre‐ and post‐assessment survey. Findings indicated that GPA and gender significantly affected writing anxiety, and leisure writing and writing anxiety were significant predictors of writing self‐efficacy. Suggestions for future research and possible interventions for alleviating students' writing anxiety and enhancing their writing self‐efficacy and performance are provided.

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Section: Writing Self-efficacymentioning

confidence: 95%

Pain and Pleasure in Short Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing Self‐Efficacy

Martinez

Kock

Cass

2011

J Adolescent & Adult Lit

116

View full text Add to dashboard Cite

show abstract

“…This lack of effect may in part be the result of the small sample and overall low level of self-reported writing apprehension. However, Fowler and Kroll (1980) raised questions about what is measured by the WAT and whether it was the appropriate measure to use when evaluating writing achievement. A more sensitive measure of writing ability or confidence may be needed.…”

Section: Discussionmentioning

confidence: 99%

Perceived Helpfulness of Peer Editing Activities: First-Year Students' Views and Writing Performance Outcomes

Ludemann

McMakin

2014

Psychology Learning & Teaching

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The perceived value of peer editing to students is unclear. To investigate, first-year students (N = 35) completed a writing attitudes scale and first writing assignment in September 2012. The expected writing requirements were explained and handouts provided, as well as subsequent instructor feedback and grades. A second writing assignment was completed in October with peer editing taking place before the due date. Perceived helpfulness of giving and receiving peer feedback was evaluated. This was repeated in November for a third writing assignment. Rating means for both assignments indicated that students viewed editing a peer's paper as more helpful in improving their own writing than receiving a peer's feedback. For the first assignment, acting as peer editor was negatively correlated with the assignment grades, but not for the second assignment. With repeated assignments of similar format, perhaps a single peer editing experience is sufficient for building students' understanding of expectations and confidence.

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“…Shang's (2012) study also revealed that students became nervous when asked to write an English composition in class because they feared for making mistakes in language forms (e.g., grammar and vocabulary). While a large body of research (Aida, 1994;MacIntyre & Gardner, 1991a) shows a negative relationship between anxiety and actual proficiency, Fowler and Kroll (1980) found no relationship between writing anxiety and grades in a college writing class. Except the inconsistent results regarding the relationship between anxiety and actual achievement, gender-related anxiety research has yielded conflicting results.…”

Section: Introductionmentioning

confidence: 94%

Investigating the Effect of Anxiety of Male and Female Iranian EFL Learners on their Writing Performance

Jebreil

Azizifar

Gowhary

2015

Procedia - Social and Behavioral Sciences

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In an attempt to delve into the issue of affective variables related to language learning, the present study focuses on the relationship between anxiety and writing performance across Iranian EFL learners with the effect of gender. To do so, Second Language Writing Anxiety Inventory (SLWAI) developed by Cheng (2004) and writing performance test were applied to collect the data. 45 EFL learners were invited to participate in this study. T-test analysis revealed that significant difference was found in level of anxiety between male and female participants so that the male participants might experience relatively greater amoun t of anxiety. Additiontionally, the level of cognitive anxiety was higher in males. However, the level of somatic anxiety and avoidance behavior were not significantly different. Furthermore, significant differences were found in grammar and punctuation sub-scales of writing performance between male and female participants so that male was higher in two sub-scales than that of females. Various educational implications and recommendations for further works were proposed.

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Relationship of Apprehension about Writing to Performance as Measured by Grades in a College Course on Composition

Cited by 11 publications

References 3 publications

Pain and Pleasure in Short Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing Self‐Efficacy

Pain and Pleasure in Short Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing Self‐Efficacy

Perceived Helpfulness of Peer Editing Activities: First-Year Students' Views and Writing Performance Outcomes

Investigating the Effect of Anxiety of Male and Female Iranian EFL Learners on their Writing Performance

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