Writing Apprehension Among English as a Foreign Language Postgraduate Students

Qadir, Sarkawt Muhammad; Bostanci, Hanife Bensen; Kurt, Mustafa

doi:10.1177/21582440211007121

Cited by 13 publications

(12 citation statements)

References 39 publications

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“…In a study, Chehrzad, et al (2017) found that the grade level of college learners has an influential impact on their procrastination level in terms of both moderate and severe types. Nevertheless, in the study of Qadir, Bostanci, and Kurt (2021), it is found that anxiety in writing is not affected by grade level and gender differences of learners. In line with this, Ho (2015) described that academic levels such as junior and senior students do not increase or decrease writing anxiety.…”

Section: Discussionmentioning

confidence: 86%

The Interplay Between Academic Procrastination and Research Anxiety Toward Research Courses of Rural-College EFL Students

2021

JHETP

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This current research aimed to investigate the relationship between EFL learners' academic procrastination and their anxiety toward research courses across types, levels, gender, and grades. It involved sixty-seven EFL learners as participants of the correlational study employing the Research Anxiety Rating Scale (RARS) and Procrastination Assessment Scale -Students (PASS). The results revealed a strong correlation between library anxiety and writing test, writing preparation and examination, andwriting supervision. On the other hand, negative correlations included preparation for exams and library anxiety, research writing and research competence, procrastination in the test, and reading exercises. The findings also revealed that learners tended to be anxious toward research courses and rationales toward procrastination. In terms of research anxiety across gender, female learners dominated males. Surprisingly, male learners outperformed females in academic procrastination. In terms of the grade difference, junior EFL learners outperformed senior learners in procrastination and anxiety.

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Section: Discussionmentioning

confidence: 86%

The Interplay Between Academic Procrastination and Research Anxiety Toward Research Courses of Rural-College EFL Students

2021

JHETP

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“…When writers experience psychological anxiety, their attention to writing is distracted, and the quality of their writing decreases dramatically. Since then, this concept has attracted the attention of many scholars, and these studies cover the conceptual deepening and scale development of writing anxiety ( Cheng, 2004 ), the current situation of foreign language writing anxiety among students in different countries, their coping strategies for writing anxiety ( Salam and Al Dyiar, 2014 ; Torres et al, 2020 ; Qadir et al, 2021 ; Abolhasani et al, 2022 ), and the consequences of writing anxiety ( Zhu, 2021 ). In this study, we no longer distinguishes between psychological anxiety and writing anxiety, but rather in the form of psychological anxiety throughout the text.…”

Section: Literature Reviewmentioning

confidence: 99%

Research on correlation between English writing self-efficacy and psychological anxiety of college students

Bai

2022

Front. Psychol.

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English writing is not only a cognitive process for college students, it is also influenced by factors related to the emotional or psychological level. With the continuous improvement of the quality of university education cultivation, the pressure faced by college students has increased significantly, which has also given rise to general anxiety among college student groups. In order to investigate the correlation between college students’ English writing self-efficacy and English writing psychological anxiety, we conducted a questionnaire survey on 595 current college students who were not majoring in English at a university in China, and used SPSS 25.0 software to make an empirical analysis of the collected data. The results showed that college students’ English writing self-efficacy was at a moderate level, and they lacked self-confidence in their English writing skills and tended to complete writing tasks; college students generally had a moderate level of psychological anxiety in English writing, among which avoidance behavior was the most significant; college students’ English writing self-efficacy was significantly negatively related to English writing psychological anxiety. English writing self-efficacy can reduce psychological anxiety level by enhancing college students’ English writing motivation. Therefore, we suggest that we should set up English writing courses based on the process teaching method, change college students’ English writing psychology in teaching, set reasonable writing goals, mobilize their enthusiasm and motivation in English writing, reduce college students’ writing anxiety, and enhance their self-confidence in English writing.

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“…However, this skill is very difficult and complex to master for any language user (Chetia, 2013;Flower & Hayes, 1981;Freedman, Hull, Higgs, & Booten, 2016;Karadeniz, 2017;Pham, 2021;Smirnova, 2019;Syahrin, Dawud, Suwignyo, & Priyatni, 2019;Wahid et al, 2020;Wijana, 2006), both native and non-native speakers (Adeyemi, 2017). Writing is a problem-solving activity because it involves high-level cognitive abilities (Flower & Hayes, 1981;Gustafson, 2011;Qadir, Bensen Bostanci, & Kurt, 2021), and the ability to utilize various linguistic features in written form, such as the use of cohesion and coherence devices (Ahmed, 2010;Bahaziq, 2016;Briesmaster & Etchegaray, 2017;Flowerdew & Mahlberg, 2009;Ghufron, 2012;Guthire, 2008;Halliday & Hasan, 1976, 1985Jabeen, Mehmood, & Iqbal, 2013;Plakans & Gebril, 2017;Setiawan & Taiman, 2021;Shabani & Goljani, 2015). This writing complexity applies to all writing genres-including writing description writing genres.…”

Section: Introductionmentioning

confidence: 99%

Facebook Social Media: How does it Affect First-Year Students' Description Writing Skills?

Paida

Wahid

Syamsuri³

et al. 2022

AIJP

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Facebook is widely claimed to have an important influence on students' writing skills, but studies on its impact on students' descriptive writing skills, especially in the first grade, are still very limited by previous researchers. Because of the scarcity of studies, this study attempts to measure the effect of social media Facebook on the descriptive writing skills of first-year students. 35 students from the Indonesian Language and Literature Education Study Program aged between 16-18 years were involved in this study as research subjects. They were selected after taking the Indonesian Language Competency Test (UKBI) and the range of scores obtained was high (75-79.9%). Non-random sampling was used to select research subjects. This study used a one group pretest-posttest experimental design. The data in this study were obtained from pretest and posttest activities using a descriptive writing skill test instrument. Data analysis was carried out using SPSS for Windows version 25. The results of this study indicate that the average score of students before the Facebook social media intervention was 61.43 and after the intervention, the average score obtained was 83.03. Meanwhile, based on the one-sample t-test, it shows that Facebook has a significant effect on students' description writing skills. The implication of the findings of this study is that Facebook is a social media that can be an ideal and comfortable learning tool that can lead students to develop better descriptive writing skills in higher education.

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Writing Apprehension Among English as a Foreign Language Postgraduate Students

Cited by 13 publications

References 39 publications

The Interplay Between Academic Procrastination and Research Anxiety Toward Research Courses of Rural-College EFL Students

The Interplay Between Academic Procrastination and Research Anxiety Toward Research Courses of Rural-College EFL Students

Research on correlation between English writing self-efficacy and psychological anxiety of college students

Facebook Social Media: How does it Affect First-Year Students' Description Writing Skills?

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