scholarly journals Exploring Writing Anxiety of the EFL University Students in Pontianak Indonesia

2019 ◽  
Vol 4 (1) ◽  
pp. 109
Author(s):  
Aunurrahman Aunurrahman
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Writing Skills ◽  
Private University ◽  
Descriptive Study ◽  
Writing Anxiety ◽  
West Kalimantan ◽  
Anxiety Questionnaire ◽  
Do So

The purpose of the descriptive study is to explore the English as a foreign language second-semester students’ writing anxiety. The students were from a private university in Pontianak, West Kalimantan, Indonesia. A total of 92 students who were selected randomly filled the writing anxiety questionnaire. The writing anxiety questionnaire reports that 53.26 % (n= 49) of the students experienced low writing anxiety and 46.74% (n= 43) of the students experienced high writing anxiety. In terms of the components of writing anxiety, the students experienced anxiety in the component of evaluation (mean score of 19.86), product (mean score of 19.25), and stress (mean score of 16.52). This study also has shown that writing anxiety caused by stress can be considered less frequent anxiety component that has been experienced by the students. It is suggested that students should learn to manage their problems that are related to writing. To do so, the lecturer should guide the students to help them to reduce their writing anxiety and help improve the students’ writing skills.

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 Engaging English as a Foreign Language Students in Critical Literacy Practices: The Case of a Teacher at a Private University

2019 ◽  
Vol 21 (1) ◽  
pp. 91-105 ◽  
Author(s):  
Maria Catalina Gómez Jiménez ◽  
Claudia Patricia Gutierrez
Keyword(s):  
Social Change ◽  
Foreign Language ◽  
University Students ◽  
Focus Groups ◽  
Critical Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Language Teaching ◽  
Language Skills ◽  
Private University

This paper describes the process English as a foreign language university students and their teacher underwent when engaging in critical literacy practices. Interviews, focus groups, questionnaires, students’ artifacts, and the teacher’s journal were used to collect data in this study. Findings suggest that when students engage in critical literacy practices, they are prone to reflect on the power they have as agents of social change, while developing language skills. However, teachers should be ready to encounter some resistance from students and to struggle with the incorporation of critical perspectives in their lessons, which is understandable considering the emphasis grammar mastering has traditionally had on language teaching and learning.

scholarly journals A STUDY ON THE READING SKILLS OF EFL UNIVERSITY STUDENTS

2015 ◽  
Vol 20 (1) ◽  
pp. 37
Author(s):  
Flora Debora Floris ◽  
Marsha Divina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Reading Skills ◽  
Private University ◽  
Reading Skill ◽  
English Department ◽  
Reading Tests ◽  
Level Of Difficulty

The present study attempts to investigate kinds of reading skills that EFL (English as a Foreign Language) University students have difficulty with. For this purpose, two reading tests which covered seventeen kinds of reading skills were developed and administered to ten students of batch 2003 studying at an English Department of a private university in Surabaya, Indonesia. The analysis showed that each reading skill had different level of difficulty for the respondents.

scholarly journals diario como herramienta de práctica de la expresión escrita

2021 ◽  
Vol 2 (4) ◽  
pp. 64-77
Author(s):  
Yedid Monroy Segundo
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Writing Skills ◽  
English Teachers ◽  
Normal School ◽  
Trainee Teachers ◽  
Vital Importance ◽  
School Year ◽  
The Moment ◽  
Do So

Para los profesores de inglés, el dominio del idioma extranjero supone una importancia vital para el desarrollo de su práctica docente, lo es desde el instante mismo en el que ingresa a la Escuela Normal. En este sentido, el trabajo de investigación que se presenta en este documento tiene como objetivo describir como el diario de clases de un profesor en formación es una herramienta de práctica de la expresión escrita (Writing), durante el último año de su formación inicial. Para ello los materiales utilizados han sido los diarios de clase de los estudiantes normalistas, de los últimos tres ciclos escolares, a partir del ciclo escolar 2017 - 2018, asignados para asesoría con la autora del presente documento. Con respecto al método empleado, se han considerado los principios que establece el análisis de contenido y del discurso, lo que permite dar cuenta de la utilidad de trabajar el diario para recuperar aspectos de su práctica docente, con la finalidad de ejercitar la habilidad de escritura en el idioma inglés. Abstract For English teachers, the mastery of a foreign language is considered of vital importance for the development of teacher training from the moment a student begins their academic formation at a Normal School [Teacher’s College]. In this sense, this research aims to describe how the class diary of a trainee teacher is a tool for practicing writing skills during the last year of their preparation as teachers. To do so, during the last three academic periods, beginning from 2017-2018 school year, the author of this paper has assigned diaries as tools used by trainee teachers. Regarding the method applied, the principles that the content and essay analysis establish have been considered allowing us to render a report of the usefulness of working with a diary to retrieve aspects of their training as teachers in order to practice writing skills in English.

Impact of the Alignment between Learning Outcomes and Assessment on English as a Foreign Language Students’ Writing Skills Development (Ishik University Language Preparatory School Case)

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Venera ULKER
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Writing Skills ◽  
Private University ◽  
Teaching Writing ◽  
Control Group ◽  
Preparatory School ◽  
Efl Students ◽  
Alignment Model ◽  
Development Levels

The purpose of this study is to investigate the effectiveness of alignment between carefully selected learning outcomes and assessment on the development of English as a Foreign Language (EFL) learners’ writing skills. An experimental research study was carried out with 36 undergraduate EFL students at the private university in Erbil, Kurdistan Region of Iraq. The premise of the study was to compare the development levels of two sample groups. The control group received instruction in the traditional way, while the experimental group, in addition to the regular program, was taught with the implementation of the suggested learning approach focused on outcomes and assessment alignment. Study findings revealed that the alignment approach has a significant impact on the improvement of writing skills. The current study is believed to be useful for educators to apply learning outcomes and assessment alignment model for teaching writing, and also can be the basis for further research in the field. 

scholarly journals Learner Autonomy Desirability and Feasibility in Indonesian EFL Classrooms: University Students’ Voices

ELT in Focus ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 34-40
Author(s):  
Slamet Wahyudi Yulianto
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
University Students ◽  
Language Proficiency ◽  
Private University ◽  
Independent Learning ◽  
Thinking Skill ◽  
Efl Context ◽  
Learning Skill

For its promises in helping learners to develop their language proficiency, independent learning skill, thinking skill, and collaborative skill, numerous research and practices have been conducted regarding the promotion of Learning Autonomy (LA) in English as a Foreign Language (EFL) classroom. However, the majority of research focuses only on the teachers’ viewpoint. This paper aims to reveal the students’ voices towards LA, especially its’ desirability and feasibility in the context of EFL classroom in Indonesia. This case study was carried out in one private university in Subang. 44 students were purposively selected as the participants. The data were collected through distributing questionnaires and conducting interviews. It is revealed that most of participants perceive LA as both desirable and feasible. However, they still find that it is not easy to develop their LA without adequate support from their teachers. It can be concluded that the students are willing to develop their LA. It is suggested that there should be more teacher training regarding the promotion of LA in the Indonesian EFL context.

scholarly journals Distinguish L2 Writing Tension from Anxiety

2017 ◽  
Vol 7 (5) ◽  
pp. 39
Author(s):  
Min-hsiu Tsai
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Peer Review ◽  
L2 Writing ◽  
Writing Teachers ◽  
Writing Anxiety ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Pragmatic Aspect ◽  
Anxiety Questionnaire

Current research on second language (L2) anxiety solely deals with the vague fears. Those research results do notreflect L2 learners’ real concerns or furthermore help them to reduce the “tension” rather than anxiety. The researcherconsiders the need to distinguish L2 writing tension from L2 writing anxiety. Furthermore, this study attempts toinfuse the pragmatic aspect by adding two categories of questions related to actual situations and classroom activitiesto the Foreign Language Writing Anxiety Questionnaire (Tsai, 2012). The results of the Bivarited correlation testsshow both the inter-category and intra-category reach the significant level at .05 or better. Thus, the New ForeignLanguage Writing Anxiety Questionnaire (NFLWAQ, Appendix 1) is formed. Notably, the L2 writing tension in thisstudy is significantly higher than the foreign language writing anxiety in the overall group as well as every individualgroup at the significant level of .05 or better. The results indicate that the participants worry about real situations andclassroom activities more than the vague fears from nowhere. The peer review activity is recognized as the leastpressure source that L2 writing teachers might want to practice it from time to time to reduce students’ tension. 

Sign in / Sign up

Export Citation Format

Share Document