Exploring L2 students’ perceptions of their writing anxiety with drama-based pedagogy and linguistic support

2021 ◽  
pp. 1-15
Author(s):  
Xiaodong Zhang
Keyword(s):  
Writing Anxiety ◽  
Linguistic Support

Shifting Roles in Continuous Advising Sessions

Relay Journal ◽  
2019 ◽  
pp. 69-72
Author(s):  
Huw Davies ◽  
Robert Stevenson ◽  
Isra Wongsarnpigoon
Keyword(s):  
Learning Process ◽  
Transformational Learning ◽  
Learning Trajectory ◽  
Learner Readiness ◽  
Linguistic Support ◽  
Reflective Dialogue ◽  
Open Mind ◽  
To Receive

It is common for learning advisors to receive a request such as conversation practice or simple linguistic support in our institution simply because learners find them accessible and friendly. Although this may not be the usual role of a learning advisor, it can be the beginning of a long-lasting reflective dialogue. Learning advisors are aware that the learners’ initial interest is not necessarily an opportunity for reflection on their learning process. Nevertheless, they also acknowledge the fact that learner readiness for reflection varies depending on the learner. Thus, while advisors appear to be “conversation partners” at first, they endeavor to create reflective dialogues by incorporating advising strategies in each session. As the learning trajectory that the learner follows is not always straightforward, keeping an open mind and engaging in each advising session is crucial. The following stories depict the importance of openness to learners’ needs and maintaining continuous advising sessions in order to generate transformational learning.

Foreign Language Writing Anxiety: The Perceptions and Experiences of Freshmen Lebanese University Students

2021 ◽  
Vol 8 (3) ◽  
pp. 483-492
Author(s):  
ROLA LABABIDI
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Production ◽  
Numerical Data ◽  
Psychological Needs ◽  
Writing Anxiety ◽  
English As Foreign Language ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Shed Light

Writing is an essential skill for language production. However, many English as Foreign language learners (EFL) face many difficulties in writing. This study aims to shed light on the psychological aspect of writing; more specifically writing anxiety. Consequently, the main purpose of this exploratory mixed-method study is to explore and investigate the sources and manifestations of foreign language writing anxiety among Lebanese university students. The participants were Lebanese EFL university students (N=87). Data for this study was gathered from the use of the Second Language Writing anxiety scale(SLWAI), Sources of Writing Anxiety Inventory(SWAI), and semi-structured Focus group interviews (FG). Focus interviews with students were used to triangulate the derived data from the inventories. This study provides numerical data regarding the level of writing anxiety among students. The data from the FG interviews were transcribed and uploaded for thematic coding and further analysis. The results from this study shed light on the sources and manifestation of the writing anxiety among students. It also helps to disseminate several practical recommendations for the alleviation of writing anxiety among students. It is assumed that the findings will address the perceived psychological needs of Lebanese EFL learners and provide grounds for further research.

scholarly journals PROBLEMS OF LEGAL REGULATION OF THE USE OF POLYGRAPH IN THE SECURITY AND DEFENSE SECTOR OF UKRAINE

2021 ◽  
pp. 62-66
Author(s):  
S. Kazmiruk ◽  
I. Pampukha ◽  
N. Blyzniuk
Keyword(s):  
Armed Forces ◽  
Legal Regulation ◽  
The State ◽  
Political Activity ◽  
Control Procedure ◽  
Territorial Integrity ◽  
Linguistic Support ◽  
Military Security ◽  
The Right ◽  
Psychophysiological Detection

The year 2021 was proclaimed the year of the Euro-Atlantic transformation at the Department of Defense of Ukraine. The result of such transformational processes in the DoD of Ukraine and the Armed Forces of Ukraine will be the creation of the integrated Euro-Atlantic type defense institution that will ensure their obligatory transformation, together with the other subjects of the security and defense sector of Ukraine to the new standards functioning and the command and control procedure. In particular, the introduction of legal regulation of the use of the polygraph. Military security is one of the fundamental requirements to implement the right of the people of Ukraine on self-identification, preserve Ukraine as a state and secure its sustainable development. The protection of the sovereignty and territorial integrity of Ukraine is the utmost valuable function of the State. The fulfillment of this norm of the Constitution of Ukraine in terms of existential military threat to national security requires applying a number of measures and defensive actions that adhere to the principles and norms of international law. The main purpose of the Strategy of the military security of Ukraine is a preliminary prepared and comprehensively maintained all-encompassing defense of Ukraine based on the principles of deterrence, sustainability, and cooperation that ensures military security, sovereignty, and territorial integrity of the state by introducing innovative tools to detect hidden information. In the course of the Euro-Atlantic integration process, there is a critical moment to start carrying out specific, complex, and relevant tasks in the sphere of external political activity that facilitate the implementation of relevant directions in developing innovative systems aimed at identifying concealed and false information. Particularly, the linguistic support of events of defense and military cooperation in order to systematically implement the reforms of the security and defense sector that are directed to meet the international NATO-members' standards. It is also relevant to urgently implement the legal and ethical norms on the activity of the polygraph examiner's when performing a psychophysiological detection of deception using a polygraph.

scholarly journals Writing Anxiety and Writing Performance: A Descriptive-Correlational Study of Grade 11 Students at Centro Escolar Integrated School Malolos

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Edilberto Calayag Cruz
Keyword(s):  
Psychological Symptoms ◽  
Weighted Average ◽  
Moderate Level ◽  
Fear Of Failure ◽  
Correlational Study ◽  
Writing Anxiety ◽  
Writing Performance ◽  
Correlational Approach ◽  
Grade 11

Using the descriptive-correlational approach, the researchers sought to establish a connection between writing anxiety and writing performance of Grade 11 students at Centro Escolar Integrated School in Malolos, Bulacan, Philippines. The results showed that majority of the respondents experience a “moderate” level of psychological symptoms of anxiety while experiencing “lack of focus,” and “fear of failure” which has the highest weighted average of among ten symptoms. In addition, no correlation was established between writing performance based on grades and level of anxiety based on physical and psychological symptoms of the respondents.

scholarly journals Effects of Process-Genre Approach on Writing Anxiety among English Academic Writing Learners in Pakistan

2020 ◽  
Vol 6 (2) ◽  
pp. 741-752
Author(s):  
Abrar Ajmal ◽  
Humaira Irfan
Keyword(s):  
Academic Writing ◽  
Control Group ◽  
Esl Writing ◽  
Writing Anxiety ◽  
Student Writers ◽  
Before And After ◽  
Language Writing ◽  
Quasi Experimental ◽  
Product Approach ◽  
Writing Instructors

Writing ability is a prerequisite to be successful in academic pursuits. Pakistani student writers experience a range of issues, including psychological, cognitive, social, and linguistic when they write. Writing instructors need to use appropriate teaching strategies and methodologies to tackle writing-related issues (Khan & Zaki, 2018). Most of the Pakistani ESL writing students are educated through the stereotypical teacher-centered Product Approach focuses on the memorization of ready-made answers. As a result, the learners face great challenges; ESL writing Anxiety is one of the major challenges (Gopang, Bughio, & Pathan, 2018). The aim of this quasi-experimental study based on predominantly the post-positivist and the marginally pragmatic philosophical framework is to explore the effects of the Process-Genre Approach (PGA) on writing anxiety among ESL intermediate/pre-university students in Pakistan. The research tools were included to collect data: Second Language Writing Anxiety Inventory (SLWAI), 22-item multidimensional questionnaire, and interviews to investigate the effects of the experiment on writing apprehensions. Data were collected before and after the designed academic writing module based on the Process-Genre approach and pair sample t-test was applied to yield statistically significant results showing that average writing anxiety score was reduced from 77.17 to 66.72 among control group and from 73.57 to 50.25 among the experimental group. Quantities data collected through interviews were analyzed using thematic analysis also supplement that the treatment was effective to reduce writing anxiety.

scholarly journals Writing Anxiety Among Saudi Female Learners at Some Saudi Universities

2019 ◽  
Vol 12 (9) ◽  
pp. 55
Author(s):  
Nafilah M. Aloairdhi
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Qualitative Data ◽  
Time Pressure ◽  
Writing Apprehension ◽  
Mixed Method Study ◽  
Writing Anxiety ◽  
Specific Formula

Writing is an important skill in language learning and in academic achievement. The level of writing anxiety could affect students' achievements positively or negatively. This research aimed to examine the writing anxiety among Saudi female learners enrolled in English language departments at some Saudi universities. It also aimed to identify the sources of writing anxiety. To this end, a mixed method study was designed in which Writing Apprehension Test (WAT) Scale by Daly and Miller (1975) and an open-ended question were used to collect necessary data from 105 randomly selected learners. For data analysis, two different statistical procedures in Statistical Package for Social Sciences (SPSS) and a specific formula suggested by Daly and Miller (1975) were applied. Coding was applied to qualitative data. The results indicated that the participants (N = 105) experience moderate level of writing anxiety. In addition, the main sources of writing anxiety were evaluation, generating ideas, grammar, time pressure, and lack of confidence.

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