Writing Anxiety Groups: A Creative Approach for Graduate Students

Wynne, Craig; Guo, Yuh Jen; Wang, Shu Ching

doi:10.1080/15401383.2014.902343

Cited by 26 publications

(26 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It also contributes to the loss of neutrality in expression and misses the text's integrity (Guneyli, 2016). Wynne, Guo, and Wang (2014) perceive writing anxiety as feelings of individuals' insecurity arising from the inhibiting thoughts in mind which are conflicting themselves. They posit 'writing anxiety' as writer's block, which was intended as a difficulty in expressing ideas into a proper writing.…”

Section: Introductionmentioning

confidence: 99%

Indonesian Students’ Anxiety to Write in English as a Foreign Language Across Gender and Educational Levels

Mulyono

Liestyana

Warni

et al. 2020

PEC

View full text Add to dashboard Cite

This survey explored the level and types of anxiety expressed by Indonesia students in writing in English as a foreign language anxiety across gender and educational levels. To this end, 221 foreign language (FL) students from three levels of educations, i.e. lower-secondary school, upper-secondary school and university, were surveyed on voluntary basis where they were asked to complete 22 items of a Second Language Writing Anxiety Inventory (SLWAI) questionnaire. Two statistical analyses, Rasch Analysis and ANOVA, were performed to examine the quantitative data. The findings showed that all students experienced writing anxiety in FL learning, many experiencing a moderate level of anxiety. Furthermore, students' writing anxiety was not influenced by gender and educational levels. Indeed, students across all education levels reported experiencing somatic anxiety, avoidance behaviour and cognitive anxiety, with avoidance behaviour being the most common form of anxiety. In conclusion, it is recommended that helping students to develop a positive perception of their FL writing is crucial in addition to helping them develop their writing skills.

show abstract

Section: Introductionmentioning

confidence: 99%

Indonesian Students’ Anxiety to Write in English as a Foreign Language Across Gender and Educational Levels

Mulyono

Liestyana

Warni

et al. 2020

PEC

View full text Add to dashboard Cite

show abstract

“…And on top of this, writing is typically a major component of coursework-where student performance impacts their competitiveness for awards and funding-and is required to build a record of academic publications, conference submissions and funding applications that are crucial for career progression beyond the doctoral program. Challenges such as writing anxiety, writing apprehension and writers' block pose serious concerns when they jeopardize the academic and personal wellbeing of students (Wynne et al, 2014). Finding ways to encourage writing capabilities in doctoral students stands to promote their academic success and, by extension, bolster the reputation and visibility of their institution and program of study (Kamler and Thomson, 2006).…”

Section: Introductionmentioning

confidence: 99%

Practical considerations for establishing writing groups in interdisciplinary programs

et al. 2020

View full text Add to dashboard Cite

Academic writing capabilities are a cornerstone of success in doctoral programs, yet prove to be a point of anxiety and apprehension for many students. Providing support for academic writing within interdisciplinary programs poses special considerations, as students in these programs are called upon to transcend single disciplinary perspectives to address a central area of research, and to integrate multiple different disciplinary perspectives that may be conflicting or overlapping. When treated as a social practice, writing can serve as a common interest that draws doctoral students to convene and develop in their learning. This article describes the development of a student writing group in an interdisciplinary doctoral program, considering how the characteristics and activities of the group create an environment that enables and encourages enhanced interdisciplinary learning. The article argues that, when delivered successfully, student writing groups have the potential to strengthen student writing skills and outputs, as well as deepen interdisciplinary learning. Drawing from Lattuca's four aspects of interdisciplinary learning (relational, mediated, transformative and situated), the article illustrates ways that the writing group helped to promote each aspect of learning and benefit the overall student experience in the program. Reflecting on these experiences, the authors propose six practical considerations for establishing writing groups in interdisciplinary programs: vision and purpose; dedicated time and space; institutional support; readings or educational material; socialization opportunities; and shared responsibility. Administrators, students, faculty members and support staff involved in the delivery of interdisciplinary doctoral programs are called upon to consider the introduction and/or strengthening of writing groups for the purpose of enhanced interdisciplinary learning.

show abstract

“…However, reducing intellectual functioning to merely cognitive matters is simply no longer justifiable both on theoretical grounds and in light of empirical evidence. Numerous scholars also argue that anxiety has a mostly negative effect on learning (e.g., Guo & Wang, 2014;Jee, 2015;Tomlinson, 1981Tomlinson, , 2016Yan & Wang, 2012). They do not believe it automatically translates into the stimulation of encouraging behaviors.…”

Section: Interactive Cognizant and Neural Systemsmentioning

confidence: 99%

Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors’ Perspectives

Lin¹,

Larke²,

Jarvie³

et al. 2017

ELT

View full text Add to dashboard Cite

Anxiety (e.g., Dallos, 1976Dallos, , 2006Krashen, 2003Krashen, , 2016 sometimes might be unavoidable in the learning process, because the cognitive and intellectual systems are usually connected with emotional factors. This empirical study was conducted in an English majors' advanced-level writing course to explore relevant explanations about why Taiwanese university students experienced "anxiety" (Tomlinson, 1981(Tomlinson, , 2016. Seventeen participants of junior grade at a southern Taiwan university had cooperated with their teacher to examine their anxiety occurring during writing in English. The findings discovered five key issues explaining their apprehension including mentioned (1) time restriction, (2) teacher evaluation, (3) peer competition, (4) uninteresting writing topics. The fifth factor repeated by most of the student is displayed by this study. The study implies the anxiety should be a negative impact upon language learning.

show abstract

Writing Anxiety Groups: A Creative Approach for Graduate Students

Cited by 26 publications

References 17 publications

Indonesian Students’ Anxiety to Write in English as a Foreign Language Across Gender and Educational Levels

Indonesian Students’ Anxiety to Write in English as a Foreign Language Across Gender and Educational Levels

Practical considerations for establishing writing groups in interdisciplinary programs

Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors’ Perspectives

Contact Info

Product

Resources

About