Writing Anxiety as a Predictor of Writing Self-Efficacy in English for Special Education Arab Learners

Salem, Ashraf Atta M. S.; Dyiar, Mosaad Abu Al

doi:10.5539/ies.v7n6p128

Cited by 11 publications

(15 citation statements)

References 7 publications

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“…In this case, her writing self-efficacy led to failure to write and a stressful writing experience. This finding supports others in literature that self-efficacy and anxiety are related (Salem & Al Dyiar 2014;Öztürk & Saydam, 2014) but what is stressed here is that such a relationship is not a simple direct cause and effect. Rather, it is a complex multi-directional relationship where writing self-efficacy can be the cause and the effect.…”

Section: Now I Am Sure I Can Write In Different Topics (Diana Journasupporting

confidence: 80%

“…When students" anxiety level rose, their writing self-efficacy declined to a moderate level. L2 writing anxiety is thought to predict L2 writing self-efficacy, with a negative correlation found between these two variables (Salem & Al Dyiar, 2014). Individuals are believed to expect success when they feel less anxious and stressed (Bandura, 1977).…”

Section: Self-efficacy and L2 Writingmentioning

confidence: 99%

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Investigating L2 Learners’ Writing Self-efficacy as a Complex Dynamic System

Almutlaq¹,

Etherington²

2018

IJELE

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There has been a growing interest in SLA in studying second language (L2) writing development and change from a complex perspective, taking into consideration the full combination of learning processes, learners and contexts of learning. Thus, the research reported here applies a Dynamic Systems Theory (DST) approach to investigate L2 writers" sense of self-efficacy. Although self-efficacy is usually viewed as task-specific, and therefore measured in relation to specific situations, such an approach tends to lead to the production of cross-sectional research looking at one time and one context only. This study moves instead to consider L2 writing self-efficacy as a complex dynamic system that evolves in response to the environment as well as internal re-organisation. Changes in L2 learners" writing self-efficacy were traced over a six-week period through the use of writing self-efficacy questionnaires and introspective journals. Results suggest that L2 writing self-efficacy is best perceived as a dynamic, rather than a fixed, construct, and as complex rather than one-dimensional. Students" perception of their abilities to write is changeable, decentralised, open to influences from the environment and from other external factors, displays non-linear development and tends to settle down in attractor states.

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Section: Now I Am Sure I Can Write In Different Topics (Diana Journasupporting

confidence: 80%

Section: Self-efficacy and L2 Writingmentioning

confidence: 99%

Investigating L2 Learners’ Writing Self-efficacy as a Complex Dynamic System

Almutlaq¹,

Etherington²

2018

IJELE

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“…These sub-categories are cognitive anxiety, avoidance behavior, and somatic anxiety. Salem and Al Dyiar (2014) investigated writing anxiety in relation to writing self-efficacy and found that the relation between writing anxiety and writing self-efficacy was more pervasive with male students. As for the causes of writing anxiety, Abdel-Latif (2007) iterated the factors that lead to Egyptian English major students writing anxiety and low writing self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of L2 Learners’ Writing Self-Efficacy, Writing Anxiety and Its Causes at Higher Education in Turkey

Kırmızı

Kırmızı²

2015

IJHE

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The present study aimed at investigating higher education L2 learners in a Turkish context in terms of writing self-efficacy, writing anxiety, and the causes of writing anxiety. The data have been collected through the Second Language Writing Anxiety Inventory (SLWAI), developed by Cheng, (2004), and Causes of Writing Anxiety Inventory (CWAI), and Writing Efficacy Scale (WES), developed by Yavuz-Erkan (2004). The participants of the study are 172 English Language and Literature students enrolled in a Turkish state university. Descriptive, variance and correlation analyses were conducted in order to analyze the data. The results indicate that the participants have a moderate level of writing self-efficacy in terms of content, accuracy, design and unity sub-components of writing self-efficacy and have a high level of efficacy in punctuation. In relation to writing anxiety, the participants were found to have a moderate level of writing anxiety. The results of the study suggest that male students have higher levels of writing self-efficacy and they suffer less from writing anxiety. The study also indicated that the major causes of writing anxiety on the part of Turkish L2 learners were time pressure and negative evaluation of the teacher. Finally, correlation analysis indicated that there is a strong negative correlation between writing self-efficacy and writing anxiety.Hassan (2001, p. 4) defines second language writing anxiety as "a general avoidance of writing and of situations perceived by the individuals to potentially require some amount of writing accompanied by the potential for evaluation of that writing". Likewise, Daly (1978) also believes that writing anxiety is a situation in which a learner avoids the task of writing in the second language on account of the fact that writing necessitates some amount of formal evaluation by the teacher. In a similar vein, Bloom (1981, p. 104) defines second language writing anxiety as "highly situation specific, seems to be self-limiting, is relatively visible, and more importantly appears to be Results Research question 1: What is the level of among Turkish EFL university students' writing self-efficacy?The initial aim of the study was to determine the level of Turkish higher education EFL learners' writing self-efficacy. Table 1 presents the descriptive statistics about writing self-efficacy. In order to analyze EFL learners' writing self-efficacy with its sub-dimensions, the results of 172 participants were grouped as low, medium, and high.

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“…Writing is one of the important skills in students' English learning (e.g., Rintaro, 2012). However, teaching writing is one of the most demanding jobs for English as a foreign/second language (EFL/ESL) teachers as it includes several practices that require writing teachers to dedicate much time to assisting students to write better (Salem & Abu Al Dyiar, 2014). The help that other people give to someone in the process of writing is called feedback, and feedback given by a teacher is called teacher feedback.…”

Section: Introductionmentioning

confidence: 99%

Effect of Teachers’ Written Corrective Feedback on Saudi EFL University Students’ Writing Achievements

Alharbi

2016

IJL

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<p class="2"><span lang="X-NONE">The current study aims to examine the effect of teachers’ written corrective feedback (CF) on male Saudi EFL university students’ writing achievements. It also attempts to explore how these Saudi EFL students perceive their teachers’ CF. The sample of the current study comprised of 50 student participants chosen at random from the Department of English Language and Translation (DELT) in the College of Languages and Translation (COLT) at King Saud University (KSU). The students were distributed into two groups: experimental group (n=25) and control group (n=25). Data were gathered over a 10-week period through a pre-/posttest design for comparable groups. The results indicated that the students in the experiment group achieved better than the students in the control group on the measure, indicating that teachers’ written CF had a significant positive effect on participants’ writing achievements. The results also indicated that the participants revealed a positive attitude toward teachers’ written CF. The study concludes with the limitations and implications of the findings as well as recommendations for future research.</span></p>

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Writing Anxiety as a Predictor of Writing Self-Efficacy in English for Special Education Arab Learners

Cited by 11 publications

References 7 publications

Investigating L2 Learners’ Writing Self-efficacy as a Complex Dynamic System

Investigating L2 Learners’ Writing Self-efficacy as a Complex Dynamic System

An Investigation of L2 Learners’ Writing Self-Efficacy, Writing Anxiety and Its Causes at Higher Education in Turkey

Effect of Teachers’ Written Corrective Feedback on Saudi EFL University Students’ Writing Achievements

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