TABLE 6 - uploaded by Omid Talebi Rezaabadi
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The purpose of this study is to investigate the relationship between the students' anxiety in essay writing and their writing performance in EFL context. The subjects were chosen from among 75 Iranian EFL students who took part in TOFEL proficiency test. 27 students majoring in English have been selected. They studied either English translation or...
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... This may be attributed to factors such as linguistic difficulties, insufficient writing practice, test anxiety, lack of topical knowledge, and low self-confidence. Similarly, research by Negari and Rezaabadi (2012) found a significant correlation between anxiety and final writing test performance among Iranian EFL learners. However, they also suggested that by leveraging the facilitative aspects of anxiety, students could potentially improve their writing performance. ...
Previous studies have shown that enhanced student assessment literacy can lead to improvements in academic performance in EFL (English as a Foreign Language) writing. Additionally, psychological factors such as self-efficacy, achievement motivation, and writing anxiety significantly influence EFL writing outcomes. However, the relationship between student writing assessment literacy (SWAL) and these psychological factors remains unclear. The present study aims to explore how SWAL affects psychological factors in the Chinese EFL context. Data were collected from 103 Chinese undergraduate EFL students using four questionnaires: the Student Writing Assessment Literacy Scale (SWAL), the Self-Efficacy for Writing Scale (SEWS), the Achievement Goal Questionnaire (AGQ), and the Second Language Writing Anxiety Inventory (SLWAI). Ordinal logistic regression was employed to analyze the data. The results indicated that higher levels of SWAL were positively associated with writing self-efficacy and achievement motivation, while negatively related to writing anxiety. These findings have significant pedagogical implications for second language (L2) writing instructions, emphasizing the importance of integrating SWAL training into writing instruction to enhance students' writing experiences and outcomes.
... Anxiety can also be defined as a fear of making mistakes in class or being judged by peers. These anxieties can make EFL learners feel stressed, making it difficult for them to focus (Negari & Rezaabadi, 2012; Students' Writing Anxiety: Causes and Effects of a Moodle-Based Writing Course, 2016) on what they need to learn to succeed in class. When learners realize that they do not meet their goals for learning EFL writing, this can lead to disappointment and frustration (Hui et al., 2006;Woodrow, 2011). ...
This study investigated Omani students' writing competence in English as a Foreign Language (EFL) and its impact with academic procrastination, academic emotions, and smartphone usage. It assessed the impact of these factors on EFL writing skills, focusing on academic procrastination practices, emotional experiences during EFL essay writing, and smartphone utilization.
The study employed a quantitative descriptive approach and took place at the University of Technology and Applied Sciences in Oman, ensuring psychometrically sound measurement items.
The findings show that Omani students exhibit low academic procrastination levels when submitting homework, with a significant percentage reporting minimal or no procrastination. However, exam preparation and EFL writing tasks reveal higher levels of procrastination, particularly when students face challenges or additional responsibilities. Academic emotions like embarrassment, anxiety, and enjoyment in learning EFL were also examined, with results suggesting that students generally felt less embarrassment but moderate anxiety and enjoyment. The use of smartphones for translation support, lexical resources, and grammar checking was found to be prevalent among students, emphasizing the role of technology in EFL writing.
The study reveals a direct negative effect of academic procrastination on EFL writing competency across various criteria, including task response, coherence and cohesion, lexical resource, and grammatical accuracy. However, no significant indirect effects of academic emotions or smartphone use on writing competency were detected. Conversely, academic procrastination and enjoyment were found to have a significant direct impact on the use of smartphones in writing, suggesting a reliance on technology when faced with procrastination and a tendency to use educational apps during enjoyable learning experiences.
... However, there are also studies that did not find a significant correlation (Choi, 2013). Some studies have also found that moderate writing anxiety has a positive impact on writing performance (Negari & Rezaabadi, 2012); foreign language speaking anxiety as a mediator between motivation to learn and willingness to communicate (speaking, reading, writing, listening) (Chung & Leung, 2016); Students' foreign language performance decreases with their level of reading anxiety and general language anxiety levels (Saito et al., 1999). Jun Xie mentioned that one of the anxieties that students have in generating English public speaking is weak English writing skills (Xie, 2019), which is closely related to English proficiency and English language learning. ...
This study aimed to explore Chinese college students' anxiety when conducting English presentations and its correlation with anxiety in the three stages of English learning. Using a questionnaire survey, this study collected data on college students' anxiety when performing English presentations and analyzed the relationship between these data and anxiety in the three stages of Tobias' Model. This study is the first to correlate and analyse presentation anxiety with Tobias' Model, which fills the research gap in the related field. The findings show that college students generally have high presentation anxiety and feel anxious at different stages, including input, process and output. In addition, it is found that presentation anxiety is closely related to all stages, with the strongest link to the output stage. Based on the results of the study, this paper puts forward suggestions for the presentation session in the English classroom for college students.
... In other studies involving the relationship between writing and anxiety, a negative relationship was found between secondary school students' writing anxiety and their writing willingness (Çocuk et al., 2016). It was found that writing performance decreased as writing anxiety increased (Negari & Rezaabadi, 2012), and that there was a significant negative correlation between writing anxiety and achievement in language courses (Cheng et al, 1999). The fact that the results of the aforementioned studies in terms of writing anxiety are contrary to the results of this study may be closely related to the selection of the students constituting the study group of the current study. ...
Araştırmanın amacı, birden fazla değerlendirme yöntemine bağlı olan ‘’çoklu değerlendirme’’ yaklaşımının ortaokul 7. sınıf öğrencilerinin yazma becerisi ve yazma kaygısına etkisi araştırmaktır. Araştırmada yakınsayan paralel desenli karma yöntem kullanılmıştır. Araştırma sürecinde ölçümler, ön test - son test kontrol gruplu seçkisiz desen kullanılarak yapılmıştır. Araştırmada hem nicel hem de nitel ölçme araçlarından yararlanılmıştır. Elde edilen nicel ve nitel veriler; birbirinden ayrı olarak çözümlenmiş, birleştirilerek genel bir yorum olarak sunulmuştur. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılında Kütahya il merkezinde sadece kızların erkeklerin öğrenim gördüğü birer imam hatip ortaokulunda 7. sınıf seviyesinde öğrenim gören, iki kız iki erkek sınıfı olmak üzere toplam 94 öğrenci oluşturmaktadır. Bu öğrencilerden iki farklı okulun farklı cinsiyetteki sınıflarında öğrenim gören toplam 49 öğrenci (25 kız, 24 erkek) deney gruplarını, yine ayı şekilde iki farklı okulun farklı cinsiyetteki sınıflarında öğrenim gören toplamda 45 öğrenci (21 kız, 24 erkek) kontrol gruplarını oluşturmaktadır. Araştırmanın nitel boyutu için de deney gruplarından gönüllü olarak 20 kişi (10 kız, 10 erkek) seçilmiştir. Elde edilen nicel verilerin çözümlenmesi neticesinde çoklu değerlendirme yaklaşımının öğrencilerin yazma becerisine ve yazma kaygısına olumlu yönde etki ettiği görülmüştür. Cinsiyete dayalı yapılan test sonuçlarında ise herhangi bir fark bulunmamıştır. Tüm çalışma genel olarak ele alındığında çoklu değerlendirme yaklaşımının ortaokul 7. sınıf öğrencilerinin yazma becerilerine olumlu bir etkisinin olduğu belirlenmiştir. Çoklu değerlendirme yaklaşımı ile öğrencilerin yazma kaygılarında ise belirgin bir düşüş olduğu anlaşılmıştır. Araştırmanın nitel verileri de bu sonuçları desteklemektedir.
... With time and practice, writing anxiety can diminish, yet its intensity can still get influenced by both internal and external factors, such as students' socioeconomic background, family influences, educational environment, and inherent personality. Still, some studies suggest that a mild level of anxiety might actually enhance writing performance (Negari & Rezaabadi, 2012). Conversely, those with high self-efficacy -a deep belief in their writing capabilities -might show more persistence and resilience when faced with challenges. ...
After exploring different theories of teaching and learning ESL/EFL writing, along with successful models of writing courses and instructional methods, this study investigates the internal complexity of ESL/EFL writing at the tertiary level, as well as the contributing factors in students’ writing performance. The characteristics of different types of language learners are identified in conjunction with the plasticity and lateralization of the bilingual brain and the critical period hypothesis. The study also delves into certain biases and heuristics while it analyzes Kahneman’s System 1 and 2 of thinking and various personality theories in order to determine students’ innate abilities to excel in ESL/EFL writing tasks. Furthermore, the paper elucidates the importance of psychological equivalence in the writing process with the help of Pym’s translation theories, and explains students’ interconnectedness through Berne’s transactional analysis and the ego states of each personality. By integrating neuropsychological perspectives with established pedagogical approaches, such as the scaffolding, product, process, genre and grammar-translation techniques, the article offers a holistic framework for educators and policymakers to enhance ESL/EFL writing instruction, and ultimately proposes future research directions for a better understanding of ESL/EFL students’ needs.
... Yazma kaygısı ile sınırlandırılan araştırmalarda genellikle ana dilde ve/veya yabancı dilde yazma kaygısının yazma başarısının, yazma performansının, eğiliminin ve alışkanlığının temel bir yordayıcısı olduğu çeşitli araştırmalarda (Negari, & Rezaabadi, 2012;Britt, Pribesh, Hinton-Johnson & Gupta, 2018;Deniz ve Demir, 2020) ortaya konmuştur. Örneğin, yazmaya karşı geliştirilen bir tepki olarak adlandırılan yazma kaygısına yönelik bir araştırmada (Ürün Karahan, 2017) Türkçe öğretmeni adaylarının yazma alışkanlıklarının iyi düzeyde olduğu, yazma kaygılarının ise yüksek olduğu tespit edilmiş, yazma kaygıları ile yazma alışkanlıkları arasında pozitif yönde anlamlı ilişkiler olduğu görülmüştür. ...
... Yazma kaygısı ile sınırlandırılan araştırmalarda genellikle ana dilde ve/veya yabancı dilde yazma kaygısının yazma başarısının, yazma performansının, eğiliminin ve alışkanlığının temel bir yordayıcısı olduğu çeşitli araştırmalarda (Negari, & Rezaabadi, 2012;Britt, Pribesh, Hinton-Johnson & Gupta, 2018;Deniz ve Demir, 2020) ortaya konmuştur. Örneğin, yazmaya karşı geliştirilen bir tepki olarak adlandırılan yazma kaygısına yönelik bir araştırmada (Ürün Karahan, 2017) Türkçe öğretmeni adaylarının yazma alışkanlıklarının iyi düzeyde olduğu, yazma kaygılarının ise yüksek olduğu tespit edilmiş, yazma kaygıları ile yazma alışkanlıkları arasında pozitif yönde anlamlı ilişkiler olduğu görülmüştür. ...
Dil bilgisi öğretimi, öğrencilerin öncelikle dilsel bütünü algılayıp bütünü oluşturan göstergeleri, göstergeler arasındaki ilişkiler ağını çözmeyi/keşfetmeyi sonrasında sınırlı sayıda gösterge ve kuralla sınırsız sayıda tümce üretebilmeyi öğrenmelerine katkıda bulunur. Dil öğrenirken, kaygının aşılması gereken en önemli etkenlerden biri olduğu araştırmalarda yer almaktadır. Öğrencilerin stres, kaygı ya da sinirlilik hissi dil öğrenme sürecindeki yeteneklerini engelleyebilir. Belirtilen durumun dil bilgisi öğretiminde sınıf içi uygulamaların ilerleyişine engel teşkil edeceği ve öğretmenlerin öğrencilerin duyuşsal özelliklerinin farkında olmaları gerekliliğinden hareketle bu araştırmada öncelikle Türkçe öğretmeni adaylarının dil bilgisi kaygılarının belirlenmesi ve çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Bu araştırma, iki ya da daha çok sayıdaki değişkenin birlikte değişim derecesini belirlemeyi amaçlayan araştırma modeli olan ilişkisel türden araştırma modelleri ile desenlenmiştir, betimsel bir çalışmadır. Araştırma amaçsal örnekleme yöntemlerinden bir olan uygun örnekleme ile yürütülmüştür. Araştırmanın yürütüldüğü örneklemi Türkçe Eğitimi ve Fen Edebiyat Fakültesinin Edebiyat Bölümünde farklı sınıf düzeylerinde öğrenim gören 320 lisans öğrenci oluşturmaktadır. Veri toplama sürecinde Ekinci Çelikpazu ve Taşdemir (2022) tarafından geliştirilen Dil Bilgisi Kaygısı Ölçeği (DBKÖ) kullanılmıştır. Araştırmanın bulguları doğrultusunda cinsiyet değişkeni bakımından Dil Bilgisi Kaygısı Ölçek puanlarında manidar bir farklılık bulunmuştur. Ders akademik not ortalaması ile sınıf düzeyi değişkeni arasında manidar bir farklılık bulunmuştur. Birinci sınıfta öğrenim gören öğrencilerin dil bilgisi dersleri akademik not ortalamasının düşük, kaygılarının yüksek olduğunu göstermektedir. Haftada üç ve üzeri kitap okuyan öğrencilerin fonksiyon ortalamasının, bir iki okuma yapanların öğrencilerin ortalamasına, hiç okuma yapmayanların fonksiyon ortalamasına göre yüksek olduğu görülmektedir. Bu sonuçlar haftada üç ve üzeri kitap okuyan öğrencilerin Dil Bilgisi Kaygısı Ölçek puanlarının düşük olduğunu göstermiştir. Haftada okunan kitap sayısı ve yaş değişkenlerinin birlikte Dil Bilgisi Kaygısı düzeyinde sınıflandırma yapmada bir yordayıcı oldukları görülmüştür.
... The results generally revealed confusing and inconsistent correlations, from statistically significant and negative correlations to almost no correlation. Despite a scarce number of studies concluding that writing anxiety could be somewhat helpful or "facilitating" [12], [13], most related past research showed that anxiety negatively affected performance and achievement. ...
... Meanwhile, students in this study may feel less anxious with regard to what others 17 and 21). This finding could be partly due to the size of the university, where English classes are very small (about [10][11][12][13][14][15], and each student is expected to receive feedback from peers and teachers frequently. It would be interesting for future studies to explore the class size and extent of the relationship as factors of writing anxiety or language anxiety. ...
Literature on writing anxiety among undergraduate students in international universities situated in English as a foreign language context remains scarce. In this study, a survey questionnaire was distributed to know the writing anxiety level of students and anxiety level differences based on nationality and locality. A total of 138 students participated using convenience sampling. Afterward, five students, based on their writing anxiety level, were purposely chosen to attend two sorting activities of statements regarding the change in their writing anxiety. Then, individual semi-structured interviews were conducted to know the factors of writing anxiety change. Descriptive results from the survey have shown that students in an international university experienced high anxiety in specific situations in writing. Also, varying writing anxiety levels were found based on nationality and locality. Findings from the sorting activity indicated that some writing anxiety-provoking situations have changed over a 2-week time frame due to some factors. Some implications for teaching were recommended to reduce writing anxiety in the classroom.
... There are several relevant previous studies that supported this research. The goal of the study by Negari & Rezaabadi (2012) looked at whether there was an association between students' essay writing anxiety and their writing performance in ESL learners (Negari & Rezaabadi, 2012). Another study proposed by Aripin & Rahmat (2021) was to assess students' anxiety levels in two L2 writing settings, namely low writing anxiety and writing test anxiety. ...
... There are several relevant previous studies that supported this research. The goal of the study by Negari & Rezaabadi (2012) looked at whether there was an association between students' essay writing anxiety and their writing performance in ESL learners (Negari & Rezaabadi, 2012). Another study proposed by Aripin & Rahmat (2021) was to assess students' anxiety levels in two L2 writing settings, namely low writing anxiety and writing test anxiety. ...
The purpose of this study was to find out how much writing anxiety exists among students, what causes it, and how to deal with it in academic writing courses. This research uses qualitative. This study was done at Universitas Muhammadiyah Purworejo using fourth-semester students who took an academic writing course as subjects. The findings revealed that the students' writing anxiety was in the high range (67.23). "High frequency of assignment" is a major cause of student writing anxiety in academic writing. The percentage obtained (31%), which was the highest among the components, showed this. Students overcame their writing anxieties by seeking assistance from friends, interacting with instructors, and reviewing journal references. It is possible to deduce that the students who took the academic writing course expressed worry.
... The issue of Second Language Writing Anxiety (SLWA), also known as Foreign Language Writing Anxiety (FLWA), has been a topic of debate and investigation. This is due to the negative impact that writing anxiety can have on students' writing proficiency and the composition process (Miri & Joia, 2018;Sadiq, 2017;Min, 214;Negari & Rezaabadi, 2012). Writing anxiety defined as, "psychological predisposition faced by an individual in a writing task due to tendencies of overwhelming fear arising from a combination of feelings, beliefs, and behaviours affecting the individual's ability to write" (Al-Sawalha & Chow, 2012, p. 6). ...
... Furthermore, writing anxiety affects students' academic work, self-confidence, and motivation (Negari & Rezaabadi, 2012), demonstrating that the impact of writing anxiety is not limited to writing. Olanezhad (2015) concluded in his study that students' level of writing apprehension was higher when they were asked about evaluation and confidence, and they showed less apprehension when asked about enjoying writing. ...
The undertaken study investigated the correlation between English language reading anxiety and English language writing anxiety. A survey research design was employed, and a sample of 298 BBA students from a private university in Karachi was utilized. The students completed two anxiety-measuring questionnaires: The Foreign Language Reading Anxiety Scale (FLRAS) and the Second Language Writing Anxiety Inventory (SLWAI). Descriptive statistics revealed that the majority of students experienced moderate to high levels of English language reading and writing anxiety. Pearson Product-Moment correlation analysis indicated a strong positive correlation between English language reading anxiety and writing anxiety. This means that students with high levels of reading anxiety were likely to also experience high levels of writing anxiety and vice versa. These findings suggest that teachers should not teach reading or writing in isolation. Instead, they should focus on reducing anxiety levels in reading and writing classrooms. Curriculum developers should also consider incorporating strategies for reducing anxiety into their programs.
