Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills

Yu, Yue; Zhou, Dandan

doi:10.3389/fpsyg.2022.1010010

Cited by 5 publications

(4 citation statements)

References 58 publications

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“…To alleviate writing anxiety, Wern & Rahmat (2021) further suggested to collaborate with learners in establishing a learning corner where they can collectively review common writing mistakes and provide remedial guidelines. Various feedback methods, such as individual meetings, class discussions or peer reviews, can be employed by instructors to create a supportive and encouraging learning environment that fosters the growth and development of learners (Yu & Zhou, 2022). Moreover, instructors can incorporate peer feedback strategies or peer interaction into the teaching activities, which have proven to be effective learning tools for enhancing EFL learners' writing skills in higher education (Song et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…Factors such as fear of writing assessments, time constraints, and language difficulties (Wern & Rahmat, 2021;Yan, 2019), along with low confidence, apprehension about writing evaluation, and fear of negative feedback (Chen, 2023), adversely affect Chinese EFL learners' writing performance. Additionally, cultural and external variables (Yu & Zhou, 2022) further contribute to these challenges.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners

Sun,

Motevalli,

Chan

2024

QRE

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Writing anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing performance, with limited attention paid to exploring writing anxiety during the writing process and its sources in depth. This study applied a qualitative method to explore Chinese EFL learners’ writing anxiety in the writing process. Thematic analysis was used for analyzing data collected through semi-structured interviews with 18 Chinese EFL learners. The results revealed seven primary themes, including lack of knowledge about the writing topic, inexperience with the genre, challenges with brainstorming or coming up with ideas, trouble with structuring or arranging information, difficulty with integrating sources, linguistic difficulty, and negative or no feedback from instructors. The findings indicated that writing anxiety accompanies throughout the writing process. EFL learners need strategies to alleviate writing anxiety, including clear instructions on how to approach writing tasks, provision of appropriate resources, individualized feedback, and a supportive learning environment.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners

Sun,

Motevalli,

Chan

2024

QRE

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“…In searching for a topic, the students try to think of something they enjoy writing about or a method to tie their passions into it, so they use their experience connected to local culture to gather the ideas they need for their essay writing. Align with (Yu & Zhou, 2022) showed Chinese EFL learners showcased uniqueness in some aspects of SLWA (Second Language Writing Anxiety) under cultural influences, regarding ethnic culture, local culture, academic culture, and disciplinary culture.…”

Section: Students' Preferences On Local Culture For Prewritingmentioning

confidence: 97%

Local Culture Topics for Prewriting and Drafting in Teaching Essay Writing at English Department UKI Toraja

Siumarlata,

Arrang

2023

Onoma

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The objective of this research is to find out whether or not local culture topics are preferred by the students in their prewriting activities and in writing the first draft of their essays. Bringing students closer to their own culture through the use of the Local Culture Supplementing Model or local culture as a teaching resource. Additionally, it is hoped that students would develop their essay-writing abilities or perhaps create articles on Toraja to highlight the region's distinctiveness. Students' writings and those of the younger generation can help Toraja culture advance in the writing world. Regarding the findings of this preliminary study, more than 75% of students indicated that they used the following strategies when writing essays: 1) Students needed topics on the local culture for prewriting; 2) Students require topics about local culture for drafting their essay.

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“…In particular, students who endure less FLB and FLCA are more likely to enjoy themselves in FL classrooms [2]. What cannot be ignored is that over one-third of Chinese students may experience FLCA [28], and this negative emotion has attracted the attention of many Chinese scholars who focused specifically on the anxiety experienced by students when they practice speaking [29] and writing [30] skills when attending offline classes. It has been discovered that both teacher-related and student-related factors may result in an anxious attitude towards FL learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Foreign Language Enjoyment through Online Cooperative Learning: A Longitudinal Study of EFL Learners

Zheng

Zhou

2022

IJERPH

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This study examines university students’ foreign language enjoyment (FLE) in an online cooperative learning (CL) context and explores, taking a positive psychology approach, how and why CL may shape FLE. To this end, 98 Chinese university students studying English as a foreign language (EFL) were assigned into experimental (n = 49) and control groups (n = 49). Both groups completed a short-form foreign language enjoyment (FLE) scale before and after a 3-month intervention. The students in the experimental group were assigned with tasks that needed to be accomplished by teamwork. Moreover, each team was also requested to reflect upon their cooperation experiences and to self-assess their performance of these tasks. The results show that the overall FLE of the experimental group increased remarkably, whereas that of the control group fluctuated considerably. Furthermore, analyses of experimental group students’ self-appraisal comments revealed that students with pleasant cooperation experiences usually experience high FLE, give satisfactory marks on their performance, and feel confident about achieving better FL performance in the future. The findings and implications provide meaningful insights into how online FLE can be boosted through CL so as to promote positive mental health of students in a technology-assisted language learning (TALL) context.

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Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills

Cited by 5 publications

References 58 publications

Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners

Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners

Local Culture Topics for Prewriting and Drafting in Teaching Essay Writing at English Department UKI Toraja

Enhancing Foreign Language Enjoyment through Online Cooperative Learning: A Longitudinal Study of EFL Learners

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