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 The Effect of Peers’ and Teacher’s E-Feedback on Writing Anxiety Level Through CMC Applications

2018 ◽  
Vol 13 (11) ◽  
pp. 196 ◽  
Author(s):  
Mohamad Yahya Abdullah ◽  
Supyan Hussin ◽  
Mohanaad Shakir
Keyword(s):  
General Information ◽  
Anxiety Level ◽  
Computer Application ◽  
Structured Interviews ◽  
Computer Supported Collaborative Learning ◽  
Writing Anxiety ◽  
Writing Performance ◽  
Electronic Feedback ◽  
Significant Difference ◽  
Language Writing

Abstract—Computer Supported Collaborative Learning (CSCL) promotes learners to be more confident and self-directed in addition to enhancing their knowledge and general information throughout the peers’ and teacher’s electronic feedback (E-feedback). This study was carried out with 28 Master EFL/ESL students who registered in the elective course of Computer Application in ESOL. To examine the influence of peers’ and teacher’s electronic feedback on ESL writing anxiety level as well as their writing performance, Second Language Writing Anxiety Inventory (SLWAI) and semi-structured Interviews were employed. The major finding from the Paired T-Test which were performed on the pre-post of (SLWAI) revealed that a significant difference between them (p<.009) that reflected respondents’ tendency to decrease their writing anxiety level after using peers’ and teacher’s e-feedback. Moreover, data collected from the interviews reported that the respondents perceived the e-feedback from peers and teacher as an important way to improve their writing performance.

scholarly journals EFL Students' Perspectives on the Use of Blog towards Their Writing Performance

2020 ◽  
Vol 8 (2) ◽  
pp. 115
Author(s):  
Moh. Yamin ◽  
Slamet Setiawan ◽  
Syafi’ul Anam
Keyword(s):  
Foreign Language ◽  
Writing Skills ◽  
High Response ◽  
Teaching Approach ◽  
Correlational Study ◽  
Positive Perception ◽  
Writing Performance ◽  
Efl Students ◽  
Writing Practice ◽  
Writing Activity

Obtaining English Foreign Language (EFL) students’ views dealing with their preferences of blog to assist their writing skills in practice is needed in order to make them more helpful in writing practice. This research aims at finding out significant correlation between students’ perspective on the use blog in writing activity and their writing performance. It is correlational study that correlates two variables: blog use and writing performance. The result of this research shows that there is no significant correlation between the students’ perception on blog use in writing activities with their writing performances. Although the students have high and positive perception toward blog use in writing actives done by the teacher in the class, it does not give high response to the students’ writing performance. It happens because some extraneous and possible factors may influence the result of this research. Finally, this research is expected to contribute towards enriching teaching approach knowledge in writing. 

scholarly journals The Metacognitive Strategies and Writing Competence of Grade 11 Students in a Philippine Public High School

2021 ◽  
Vol 4 (2) ◽  
pp. 61-70
Author(s):  
Glory Ann L. Hacermida ◽  
Ivy G. Aboy
Keyword(s):  
High School ◽  
Metacognitive Strategies ◽  
Correlational Study ◽  
Public High School ◽  
Survey Questionnaire ◽  
Writing Competence ◽  
Grade 11

Metacognitive strategies are vital in enhancing students’ writing competence, but local studies correlating them are limited. Thus, this descriptive-comparative and correlational study examined the use of the metacognitive strategies and the writing competence of 303 Grade 11 students of a public high school. Data gathered using a researcher-made survey questionnaire and a test led to the recommendation for the Division of Negros Occidental to adopt the proposed syllabus for English for Academic and Professional Purposes.

scholarly journals ESL Writing Anxiety, Writer’s Native Language, ESL Writing Self-Efficacy and ESL Writing Performance: Insights into the Literature

2018 ◽  
Vol 6 (2) ◽  
pp. 221-247 ◽  
Author(s):  
Kiran Shehzadi ◽  
Hariharan a/I N. Krishnasamy
Keyword(s):  
Second Language ◽  
Self Efficacy ◽  
Native Language ◽  
Review Of Literature ◽  
Esl Writing ◽  
Writing Anxiety ◽  
Writing Performance ◽  
Moderating Factors ◽  
Relationship Of ◽  
The Relationship

The purpose of present study is to review and analyze existing literature pertaining English as a Second Language (here onwards, ESL) writing anxiety, writer’s native language, ESL writing self-efficacy and ESL writing performance. Specifically, this article is divided into two main sections; first section offers the conceptual review of the concepts involved while second section provides a review of existing literature on the relationship of ESL writing anxiety, writer’s native language and ESL writing self-efficacy with ESL writing performance. A keen review of literature illustrates that mixed findings have been reported on above-mentioned relationships. This inconclusiveness of findings in existing body of literature calls for additional research on said area. Therefore, further research is recommended to re-examine the proposed relationships by introducing some moderating factors that may explain the inconsistencies in the relationships in existing literature.

scholarly journals Dynamics of ESL Writing Performance: A Theoretical Framework

2018 ◽  
Vol 6 (1) ◽  
pp. 144-159
Author(s):  
Kiran Shehzadi ◽  
Hariharan a/I N. Krishnasamy
Keyword(s):  
Self Efficacy ◽  
First Language ◽  
Theoretical Framework ◽  
Future Research ◽  
Key Factors ◽  
Esl Writing ◽  
Writing Anxiety ◽  
Writing Performance ◽  
Factors Affecting ◽  
Relationship Of

The objective of this research is to investigate the dynamics of English as a Second Language (here onwards, ESL) writing and to present a theoretical framework for empirical testing the proposed factors affecting ESL writing. The analysis of literature showed that ESL writing anxiety and the use of first/native language (L1) are among the key factors that significantly affect ESL writing performance of students at various academic levels. Additionally, it is also revealed that ESL writing self-efficacy is a factor that is related to ESL writing performance as well as ESL writing anxiety and the interference of the first language in ESL writing. The interference model, the linguistic interdependence model, common underlying proficiency hypothesis and the self-efficacy theory are the theories that theoretically support such empirical investigation. Therefore, it is proposed that ESL writing self-efficacy should be examined as a moderating variable in the relationship of ESL writing anxiety and the use of L1 with ESL writing performance in future research.

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