scholarly journals The Causes of English Writing Anxiety among Pakistani ESL Students: Perceptions of Teachers and Students

2021 ◽  
Vol 9 (1) ◽  
pp. 21-27
Author(s):  
Muhammad Fareed ◽  
Imran Khan ◽  
Huma Akhtar
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Esl Students ◽  
Public And Private ◽  
Writing Anxiety ◽  
Language Writing ◽  
English Language Teachers ◽  
Group Interviews ◽  
Public And Private Sector

English language writing skills play a significant role in academic and professional lives in the ESL context. Anxiety can have debilitating effects on learning English language listening, reading, speaking and writing skills. The objective of the current study was to explore the causes of writing anxiety in Pakistani undergraduate ESL students. The data for this study were collected from Pakistani ESL students and English language teachers in Karachi with asample that had both public and private-sector representation. Group interviews were held to collect the data. Interview protocols were designed for the interviews of the students and the teachers and checked for self-validity and expert validity. Three group interviews were carried out with the undergraduate ESL students and two with the ESL English language teachers. All of the interviews were audio recorded and transcribed. Respondent validation technique was used for the transcription and similarly, inter-coder reliability was carried out for respondents’ Urdu translation into English. The findings revealed multiple causes of Pakistani ESL students’ English language writing anxiety.

scholarly journals A Comparative Study of the Teaching Methodologies Employed by English Language Teachers in Private and Public Sector Schools

2021 ◽  
Vol VI (III) ◽  
pp. 65-74
Author(s):  
Amna Zahra ◽  
Ayesha Butt ◽  
Sadia Rafique
Keyword(s):  
Public Sector ◽  
Private Sector ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Teaching Methodologies ◽  
Public And Private ◽  
Primary Level ◽  
English Language Teachers ◽  
Public And Private Sector

The aim of the study was to make a comparison between the teaching methodologies employed by English language teachers at public and private sector schools at primary level. Foreign language teaching methodologies has become a much-discussed phenomena and has been given immense importance from the last few decades, however, it still needs development in teaching practices. The data for the present study were collected in the form of semi-structured interviews, which were related to the objectives and research questions. The target population of the study was primary level teachers of Lahore, Punjab (Pakistan), while the sample of the study was comprised of primary level teachers of a public and private sector school in Lahore. The results of the study indicated that the teachers of the public sector schools were mostly relying on the structural methods of language teaching, whereas the teachers of the private sector schools were using blended methods.

scholarly journals The The Relationship between Writing Anxiety and Writing Achievement: A Case of One Islamic University in Palembang

Ta dib ◽  
2020 ◽  
Vol 25 (1) ◽  
pp. 21-31
Author(s):  
Nur Aprilliani Rehelmi
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Language Teachers ◽  
Writing Achievement ◽  
Text Book ◽  
Writing Anxiety ◽  
Essay Writing ◽  
Language Writing ◽  
English Language Teachers ◽  
The Relationship

This study investigated the relationship between writing anxiety and writing achievement, and investigated the influence of writing anxiety on writing achievement of the students of the English department of one Islamic university in Palembang. The research was a quantitative research. The sample of this study was all of the sixth semester students. The total number of the students was 114 students. Since twelve students were absent, the sample of this study was 102 students. The data were collected by using the second language writing anxiety inventory (SLWAI) and writing test. Descriptive statistics, Pearson Product Moment correlation and regression analysis were used to find out the correlation and the influence between variables. The result of the analysis showed that there was a significant correlation between students’ writing anxiety and essay writing achievement with r-obtained (.276) which was higher than the r-table (.194). Besides, there was also a significant influence of writing anxiety on essay writing achievement with 7,6 %. This study could have implications for English language teachers or lecturers, learners, and text book writers.

scholarly journals Writing Anxiety Among Public And Private Sectors Pakistani Undergraduate University Students

2015 ◽  
Vol 10 (1) ◽  
pp. 157-172 ◽  
Author(s):  
Muhammad Fareed Dar ◽  
Imran Khan
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Basic Skills ◽  
Average Level ◽  
Public And Private ◽  
Writing Anxiety ◽  
Language Writing ◽  
Private And Public ◽  
Public And Private Sector

Pakistan is among the countries where number of English language users is on rapid growth. Despite English has been an influential language in Pakistan since its independence, learners face difficulties in almost every area of English language learning: Listening, reading, writing and speaking referring to just basic skills of English language. This study focuses on one of the four basic skills: Writing. It measures levels of writing anxiety of Pakistani undergraduate students while writing essays on various topics in English. In this study, 418 students participated which represents both public and private sector universities. Cheng (2004) SLWAI’s instrument was adopted to answer the research questions. Data analysis revealed that majority of the total participants, 61.48 percent has average level of English language writing anxiety. On the other hand, 19.38 percent of the total participants at undergraduate level face high level of English language writing anxiety. Minimum 19.14 percent of the total participants belong to low level of English language writing anxiety. It is interesting to note that both participants from the private and public sector universities experienced average level of writing anxiety. Consequently, English Language Teachers have to adopt/adapt those writing approaches and modify their methods of writing instruction which could help learners decrease their writing anxiety.

scholarly journals Figuring out the Levels, Types, and Sources of Writing Anxiety Among Undergrad ESL Students in Pakistan

2021 ◽  
Vol 4 (10) ◽  
pp. 73-78
Author(s):  
Atia Ali Solangi ◽  
Sadia Memon ◽  
Shoukat Ali Lohar
Keyword(s):  
Personal Growth ◽  
English Language ◽  
Writing Skills ◽  
Intellectual Ability ◽  
Esl Students ◽  
Writing Anxiety ◽  
English Writing ◽  
Negative Comments ◽  
Language Writing ◽  
Writing Tests

Effective English writing skills are essential for students’ academic, professional, and even personal growth. Particularly, in a country where The English language is used as a second language or co-official language. Because Effective writing is considered as an instrument to measure students’ intellectual ability and academic performance. Anxiety/ apprehension can adversely affect students’ English language writing skills due to several factors. The prime objective of this study was to figure out the extent, types, and sources of writing anxiety in undergrad ESL students. 200 ESL undergrad students were selected as the sample for the research study and two survey questionnaires were adopted as a tool for data collection; SLWAI by Cheng (2004) and CWAI by Razaeaia and Jafari (2014). Data analysis indicated that the extent of writing anxiety in undergrad ESL students was moderate and avoidance anxiety was found to be the leading type of anxiety experienced by ESL students. Moreover, fear of writing tests, lack of topic knowledge, pressure for perfection in written work, and fearing of teachers ‘negative comments and evaluations were found as the main sources of writing anxiety in undergrad ESL students.

scholarly journals Teaching English Language at SSC Level in Private Non-Elite Schools in Pakistan: Practices and Problems

2018 ◽  
Vol 5 (1) ◽  
pp. 80 ◽  
Author(s):  
Dr. Muhammad Fareed ◽  
Saniya Jawed ◽  
Sidra Awan
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Analysis Data ◽  
Language Teachers ◽  
Teaching Writing ◽  
Teaching English ◽  
Elite Schools ◽  
English Language Teachers ◽  
Group Interviews ◽  
Compulsory Subject

<em>English language is taught as a compulsory subject up to graduate level in Pakistani educational system. Despite studying English for over 14 years, majority of students coming from non-elite schools, lack required command in English language skills to pursue their higher education and professional careers. With this background in mind, the current research focused on teaching English reading and writing skills and the problems faced while teaching these skills at Secondary School Certificate (SSC) level in private non-elite schools in Karachi. The sample of the study comprised 20 SSC level students, 12 SSC level English language teachers of non-elite private schools and 5 student notebooks. Data were collected through open-ended questionnaires, group interviews and notebook analysis. Data were examined using thematic analysis. The findings revealed that teaching English language reading practices include reading the text aloud, translating the chapter, providing the central idea and meanings of difficult words to the students. The major problems faced by the teachers in teaching reading skills are learners’ lack of interest in reading, lack of concentration and low reading comprehension skills. The study also revealed practices of teaching writing skills such as provision of model texts and relevant vocabulary items. The major problems while teaching writing skills are lack of pre-writing activities, learners’ deficient command over vocabulary, grammar, spellings and punctuation, lengthy syllabus and limited time.</em>

scholarly journals AUGMENTING THE TEACHER EFFECTIVENESS CONSTRUCT: VOICES OF THE EFFECTIVE ENGLISH LANGUAGE TEACHERS FROM UNIVERSITIES IN PAKISTAN

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Rahila Huma Anwar, Sajida Zaki, Natasha Memon
Keyword(s):  
Teacher Effectiveness ◽  
Effective Teachers ◽  
English Language ◽  
A Priori ◽  
Language Teachers ◽  
Survey Method ◽  
Structured Interviews ◽  
Public And Private ◽  
English Language Teachers ◽  
Public And Private Sector

Educational standards around the globe and most specifically in Pakistan are put to contest with challenging standards. There is an amounting pressure on the administrators and the policymakers to furnish the educational institutes with effective teachers. This leads to rekindle probe into the ongoing debate on the qualities that contribute to teacher effectiveness. Therefore, the present research utilized mixed methods approach with an aim to explore the effective English language teachers’ (ELTs) conception about the qualities of effective ELTs. In the first quantitative phase, the survey method was used to identify effective ELTs through Self-Assessment Test (SAT) at both public and private sector higher education institutes (HEIs) of Pakistan through convenience sampling (N = 243). Based on the results of phase one, eight ELTs were selected purposefully for semi-structured interviews which were then analyzed thematically using ATLAS.ti 9.0 software. Thematic analysis of the semistructured interviews revealed nine main categories emerging under the a priori theme of perceived effective teachers. The study adds to the inconclusive definition of teacher effectiveness and bears implications for various stakeholders of the teacher education system to provide opportunities to the ELTs in order to develop such qualities as identified through this study

scholarly journals Prospective English Language Teachers’ Grammatical Awareness Development to Undertake Academic Writing

2018 ◽  
Author(s):  
Jennifer Jaramillo Delgado ◽  
Erika Marcela Restrepo Bolívar
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Private University ◽  
Language Teachers ◽  
Focus Group Interviews ◽  
Grammatical Awareness ◽  
Grammatical Errors ◽  
English Language Teachers ◽  
Group Interviews ◽  
Internal And External Factors

This study examines prospective English language teachers’ grammatical awareness development, and its impact on the production of academic written texts in an English teaching undergraduate program at a private university in Colombia. Data were collected through semi-structured individual and focus group interviews, as well as participants’ academic written production. Results reveal the internal and external factors which affect pre-service teachers’ grammatical awareness development in this context, in addition to the frequent grammatical errors found in their work. This research highlights the importance of establishing useful strategies to help future English language teachers develop grammatical awareness to succeed in academic writing.

scholarly journals Factors that Affect the implementation of Teaching Writing Skills: Focus on Second Cycle Primary Schools in North Shoa

2021 ◽  
Vol 2 (6) ◽  
pp. 22-30
Author(s):  
Seid Mohammed ◽  
Gessese Nigusse ◽  
Zenawi Nigussie ◽  
Belihu Zenebe
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Writing Performance ◽  
English Classes ◽  
English Language Teachers ◽  
Language Instructors ◽  
Instruction And Learning

The purpose of this study was to determine the variables affecting the implementation of writing skills instruction and learning in grades 7 and 8 in North Shoa Zone Second Cycle Primary schools. The study's primary purpose was to determine the difficulties encountered by English language instructors and students while teaching and learning to write in English classes. The research included the participation of 25 English language instructors and 1484 pupils from 14 Second Cycle Primary Schools. A questionnaire and an interview were used to obtain the required data. Questionnaires were completed by instructors and students, and English language teachers were interviewed. The questionnaire data was tallied and examined statistically in terms of frequency and percentage. Similarly, interview data were categorized and qualitatively characterized. The investigation revealed that the majority of instructors and students struggle with teaching and learning writing skills. Additionally, although both English instructors and students believe they are engaging in writing activities in the classroom, the students' writing performance is not as promising as shown by open-ended questions and comments from English language teachers interviewed. Several key suggestions are made in light of the results of this research in order to mitigate the issues that impede the efficient implementation of writing instruction and learning in second cycle primary schools. The primary recommendation is to offer enough training for English language instructors on how to teach writing skills, which will then be conveyed to students in order for them to enhance their writing performance.

scholarly journals THE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDANTHE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDAN

2021 ◽  
Vol 5 (1) ◽  
pp. 36-47
Author(s):  
Mohammad Ahmad Bani Amer ◽  
Majid Mohammad Al-Khataybeh
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Language Curriculum ◽  
Reading And Writing ◽  
First Semester ◽  
Secondary Stage ◽  
Efl Teachers ◽  
English Language Teachers

This study aims to investigate whether or not the goals of English language curricula for secondary stage have been achieved from the perspectives of EFL teachers and supervisors in Jordan. The participants were 101 EFL teachers and 8 supervisors in Al_Karak educational directorates of Education during the first semester 2020/2021. The researchers designed a questionnaire consisting of fifty-nine items in four areas: listening, speaking, reading and writing skills, used to collect the data for this study. The findings of this study showed that English language teachers and supervisors were mostly satisfied with the goals of English language curriculum for secondary stage. The means for all the areas according to English language teachers was 3.31 while the means for all the areas according to English language supervisors was 3.27. This implies that English language teachers and supervisors were satisfied with the goals of English language curriculum for secondary stage.

scholarly journals Psychological aspects of acquisition of writing skills in English language

2020 ◽  
Vol 2 ◽  
pp. 115-118
Author(s):  
Shabnam Ismayilova ◽  
Keyword(s):  
Language Learning ◽  
Psychological Factors ◽  
English Language ◽  
Writing Skills ◽  
Writing Anxiety ◽  
Affective Factors ◽  
Teaching Language ◽  
Self Confidence ◽  
Language Writing ◽  
Integral Role

Affective factors play an integral role in English language learning. If we want to be successful in teaching language writing, we need to look into these socio-psychological factors of students. There is a correlation between self-efficacy and writing anxiety that directly influences students’ writing performance. Students’ self-confidence in writing can minimize the anxiety. Pedagogically, methods are chosen specially by teachers, because of acquisition and learning of writing skills of students.

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