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 COHESION IN FOREIGN LANGUAGE WRITING

2018 ◽  
Vol 4 (2) ◽  
pp. 147
Author(s):  
Nyak Mutia Ismail ◽  
Lisma Linda
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Private University ◽  
Foreign Language Writing ◽  
Cohesive Devices ◽  
Language Writing ◽  
Shed Light

It is important to keep the cohesion and coherence when writing; this is where the use of cohesive devices starts to be taken into account. This study sought the types of cohesive devices used by undergraduate students in their writing. The qualitative discourse analysis was used as the design of this research. The data were collected from seven undergraduate students as the respondents who were in the 6th semester at a private university in Aceh. These respondents were asked to write a descriptive text approximately 200 words in length and they were given forty-five minutes to finish their writing. The result unveiled that the type of cohesion devices which was majorly used was addition, as there are 94% of the additive device usage. Then, 75% refers to the use of cohesive devices as comparison, 56% as consequential, and 40% as temporal device. In can be concluded that the students use more addition in writing. As a suggestion, it is essential to shed light on their ability to employ cohesive devices more on other types in balance as it is necessary in contrasting, comparing, sequencing, giving exception, and illustrating. 

scholarly journals El desarrollo de la efectividad comunicativa escrita en ELE: las arabófonas a examen

2020 ◽  
Vol 30 (2) ◽  
pp. 268-280
Author(s):  
Mari Mar Boillos Pereira
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Mother Tongue ◽  
Multidimensional System ◽  
Rhetorical Situation ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Pragmatic Knowledge ◽  
Selection Of ◽  
Communicative Effectiveness

Communicative effectiveness in foreign language writing refers to the ability to dominate a multidimensional system that includes linguistic, sociolinguistic, and pragmatic knowledge. This work focuses on measuring the efficacy in Lebanese Spanish students’ writing throughout different stages. All students’ mother tongue is Arabic. For this purpose, a scale of measurement of communicative effectiveness has been applied in the texts written by 57 university students. The results attest an incidence of the level in the grammar domain, whereas this one does not seem to have an impact on the structure of the text, the recognition of the rhetorical situation or the selection of the ideas.

scholarly journals AN INVESTIGATIVE STUDY ON THE TYPES AND CAUSES OF ESL WRITING ANXIETY: A CASE STUDY OF LEARNERS FROM A CHINESE INDEPENDENT MIDDLE SCHOOL

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Toh Chieh Wern ◽  
Noor Hanim Rahmat
Keyword(s):  
Middle School ◽  
Second Language ◽  
Foreign Language ◽  
Vocabulary Knowledge ◽  
Esl Writing ◽  
School Students ◽  
Convenience Sample ◽  
Writing Anxiety ◽  
Foreign Language Writing ◽  
Language Writing

Feelings of fear, anxiety, and worry make the learning of ESL / EFL difficult as learners’ focus is being interrupted. Writing; whether in first or second language, is considered a difficult process. The arousal of negative psychological experience in a second/foreign language writing is known as foreign language writing anxiety. As such, the underlying causes of ESL / EFL anxiety need to be understood to ensure a smooth language writing process for ESL / EFL learners. This study aims to investigate the level, types, and causes of writing anxiety among the students in a Chinese Independent Middle School. A convenience sample total of 30 Chinese Independent Middle School students were purposely chosen to participate in this study. This research adopted two survey questionnaires; Second Language Writing Anxiety Inventory (SLWAI) by Cheng (2004) and Causes of Writing Anxiety Inventory (CWAI) by Rezaeia & Jafari (2014). The findings revealed that these students experience a high level of cognitive anxiety, moderate level of somatic anxiety, and low level of avoidance behaviour. It is discovered that the level of writing anxiety being experienced by the students is at the level of moderate to high anxiety. Meanwhile, in terms of the causal factor for writing anxiety, the results reported high means scores for each causal of writing anxiety theme are 'afraid of writing tests' for negative writing experience theme, 'feel worried to write under time constraints' for negative writing attitude theme and 'often encounter some linguistic problems' for limit writing knowledge and skill theme. The researcher proposed some strategies that could be used in reducing ESL writing anxiety which are: process writing approach, affective strategies, positive error correction, and vocabulary knowledge enhancement. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0760/a.php" alt="Hit counter" /></p>

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