The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students

Abstract

Problem Statement: Writing is important in secondary schools because it underpins the performance of students in most examinations. Writing disposition, which specifically deals with the aspects of students' attitudes toward writing, has also been studied by some researchers. Purpose of the Study:This study reports on the result of a study on the writing anxiety and writing disposition of Turkish students from different socio-economic status backgrounds studying at public secondary schools. Determining whether there is a significant difference between the secondary school students' scores from writing anxiety and writing disposition constitutes the research problem of this study.Method: This descriptive study uses a correlational survey model. The participants included 707 students from grade five through eight, who attended two different tests: the Writing Apprehension Scale and Writing Disposition Scale. Findings:The results showed that three of the six variables under study (gender, anxiety and writing disposition levels was found. Apparently, the more students liked Turkish course, the more anxious they became; a significant difference was found for the variable "positive attitude toward Turkish courses" for both scales. The results also showed that female students are more likely to encounter writing anxiety than male students. Conclusion and Recommendations:The severity of writing anxiety should be dealt with carefully as it can prevent students from becoming competent writers. The link between writing anxiety and writing disposition proposed in this article further explores the advantages and disadvantages of these two aspects of writing. It is recommended that writing anxiety be studied in different contexts because further understanding the reasons for anxiety when students produce qualified writing can be elaborated in this way.

İlkokul Öğrenci̇leri̇ni̇n Yazili Anlatim Beceri̇leri̇, Yazmaya Yöneli̇k Tutumlari Ve Yazma Kaygilari Arasindaki̇ İli̇şki̇

“…Alanyazında bu sonuca benzer Ģekilde kızların yazmaya yönelik tutumlarının erkeklere göre daha yüksek olduğu sonucuna ulaĢan çalıĢmalar (Graham, Berninger ve Fan 2007, Graham, Berninger ve Abbot 2012, Knudson 1995, Korkmaz 2015 bulunmaktadır. Cocuk, Yelken ve Özer (2016) tarafından yapılan araĢtırmada bu araĢtırmadan elde edilen sonuca benzer Ģekilde öğrencilerin yazma eğilimleri ile cinsiyetleri arasında kız öğrenciler lehine anlamlı farklılık olduğu sonucu elde edilmiĢtir. KaynaĢ (2014) da ilkokul beĢinci sınıf öğrencilerinin öykü yazmaktan hoĢlanma durumlarını incelediği araĢtırmada, kızların erkeklere göre öykü yazmaktan daha çok hoĢlandıklarını belirlemiĢtir.…”

Using Salmon's E-tivities Learning Model for Developing EFL Preservice Teachers' Creative Writing Skills and Writing Dispositions

“…They are repeated and habitual pattern of behavior, rather than a one-time occurrence. They are not a static characteristic of personality; they can be nurtured and changed (Cocuk, Yelken, Ozer;Tabak & Topuzkanamis, 2014).…”

“…The third research direction examines the correlation between students' writing dispositions and other variables such as (a) reading attitudes and academic success (Baş, 2012;Baş & Şahin, 2012), (b) gender, classroom level, mother and father's education level and income (Baş & Şahin, 2013), (c) parents' level of education, gender, number of their reading, and the status of diary keeping (Uçgun, 2014), (d) intelligence profiles (Sengul, 2015), (e) writing transfer and learning contexts (Tremain, 2015), (f) gender, grade and attitude toward language courses (Cocuk, et al, 2016), (g) writing anxiety (Berk & Ünal, 2017) or (h) writing legibility, speeds and styles (Memis, 2018). The last research trend addressed the effect of different interventions on developing writing dispositions such as the delivery method of teacher feedback (Hawthorne, 2010), creative writing activities (Avc & Iseri, 2014;Tok & Kandemir, 2015) or using iPad access (Hoogeveen, 2016).…”

An Analysis of Learners' Autonomous Writing Skills and Writing Anxiety through Qualitative and Quantitative Methods

“…Bu nedenle yazma becerisi, doğası gereği karmaşık ve çok boyutlu bir anlatım becerisi (Tiryaki, 2011;Yaman, 2010) olarak değerlendirilmektedir. Yazmanın bu karmaşık ve çok boyutlu sürecinde, yazma becerisinin duyuşsal unsurlarını oluşturan yazma motivasyonu (Akyol ve Aktaş, 2018;Pajares, 2003;Süğümlü, Mutlu ve Çinpolat, 2019;Wright, Hodges, Dismuke ve Boedeker, 2020;Troia, Harbaugh, Shankland, Wolbers ve Lawrence, 2013), yazmaya yönelik tutum (Baştuğ, 2015;Brown, Morrell ve Rowlands, 2011;Clark ve Dugdale, 2009;Yıldız ve Kaman, 2016) ve yazma kaygısı (Blasco, 2016;Çocuk, Yanpar Yelken ve Özer, 2016;Tekşan, 2012;Yaman, 2010;Zorbaz, 2010) belirleyici olmaktadır. Öğrencilerin yazma başarısını, yazma motivasyonunu ve yazmaya yönelik tutumunu doğrudan etkileyen duyuşsal unsurlardan birisi de yazma kaygısıdır.…”