Writing Anxiety and Self-efficacy of Chinese Korean Learners －In Contrast to Writing Anxiety and Self-efficacy in First Language Writing

2021 ◽  
Vol 70 ◽  
pp. 95-119
Author(s):  
Xiaoling Tong ◽  
Keyword(s):  
Self Efficacy ◽  
First Language ◽  
Writing Anxiety ◽  
Language Writing ◽  
Korean Learners

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.

scholarly journals The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners

SAGE Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 215824401989428 ◽  
Author(s):  
Ahmed Abdulateef Sabti ◽  
Sabariah Md Rashid ◽  
Vahid Nimehchisalem ◽  
Ramiza Darmi
Keyword(s):  
Second Language ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Writing Achievement ◽  
Writing Anxiety ◽  
Efl Writing ◽  
Writing Performance ◽  
Efl Learners ◽  
Language Writing ◽  
The Impact

Previous studies have examined learner factors such as anxiety, self-efficacy, and achievement motivation in ESL/EFL (English as a second language/English as a foreign language) writing. Studies have affirmed that self-efficacy and achievement motivation could enhance writing performance, whereas anxiety may hinder writing achievement. This study aimed to examine individual differences in Iraqi EFL learners’ writing anxiety, writing self-efficacy, and writing achievement motivation in the Iraqi EFL context. A quantitative approach, specifically the correlational design, was employed to examine the abovementioned relationships. The sample of the study comprised 100 Iraqi undergraduate students majoring in English language from two Iraqi public universities. Data were collected via four instruments: three questionnaires, namely, Second Language Writing Anxiety Inventory (SLWAI), Writer Self-Perception Scale (WSPS) and Achievement Goal Questionnaire (AGQ), and one descriptive writing task. The findings of this study discovered that the higher the writing anxiety level, the poorer the writing performance, whereas the higher the writing self-efficacy and writing achievement motivation level, the better the writing performance. The findings of this study also indicated that both writing self-efficacy and writing anxiety, and writing anxiety and writing achievement motivation were negatively correlated, whereas writing self-efficacy and writing achievement motivation were significantly and positively correlated. This study suggests that these factors need to be taken into consideration in EFL writing instruction to facilitate the teaching and learning process of EFL writing, which in turn would help enhance the EFL undergraduates’ writing ability.

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 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 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.

Improving the Quality of Second Language Writing by First Language Use

2016 ◽  
Vol 6 (4) ◽  
pp. 767 ◽  
Author(s):  
Moussa Ahmadian ◽  
Sajjad Pouromid ◽  
Mehdi Nickkhah
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
English Learners ◽  
First Language ◽  
Task Type ◽  
Language Groups ◽  
Language Writing ◽  
L1 Use ◽  
Development Structure

The role of the learners’ first language (L1) in learning second language (L2) writing has recently become a focus in SLA research. There have been many studies focusing on different aspects of this phenomenon. The results of these studies have shown how L1 use may play facilitative roles in producing writing in the second language. Many variables, such as task type and language proficiency, have also been studied in this regard. Yet, there seems to be a paucity of research on whether L1 use can significantly improve the quality of written productions in L2. The present study was therefore designed to peruse this question and find what aspects of writing may improve with L1 use. To this end, the written productions of 36 Persian-speaking intermediate English learners writing an argumentative paragraph were analyzed. 6 of the 12 groups were asked to collaborate in their first language and the others were limited to using the second language in their collaborations. The results of statistical comparisons between the first language and second language groups revealed that L1 use can significantly improve the overall score gained by the L2 writers. It was also found that L1 use improves the quality of L2 written productions in terms of organization/unity, development, structure, and mechanics.

scholarly journals Strategy development and cross-linguistic transfer in foreign and first language writing

2020 ◽  
Vol 11 (2) ◽  
pp. 311-339
Author(s):  
Karen Forbes ◽  
Linda Fisher
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
Strategy Development ◽  
Two Phase ◽  
Reciprocal Influence ◽  
Language Writing ◽  
Quasi Experimental ◽  
Linguistic Transfer ◽  
English Classroom ◽  
Based Instruction

AbstractIn an increasingly multilingual world, empirical knowledge about the reciprocal influence between the mother tongue (L1) and a learner’s acquisition of foreign languages (FL) is crucial yet remains surprisingly scarce. This paper examines how an explicit focus on metacognitive strategy use within a FL (German) classroom impacts students’ development of writing strategies in the FL, and whether any such effects transfer to another FL (French) and/or to the L1 (English). Based on a quasi-experimental design, the study involved a two-phase intervention of strategy-based instruction primarily in the FL classroom and later also in the English classroom in a secondary school in England. Data were collected using writing strategy task sheets. Key findings indicate high levels of cross-linguistic transfer, both from one FL context to another and from FL – L1, evidenced especially by an improvement in the quality of students’ planning and a reduction in the number of errors. Findings support the development of a multilingual, strategy-based pedagogy for writing where L1 and FL teachers collaborate to encourage and facilitate connection-making across language contexts.

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