Research Article
BibTex RIS Cite

The Second Language Writing Anxiety: The Perceived Sources and Consequences

Year 2019, Volume: 45 Issue: 45, 235 - 251, 03.01.2019

Abstract

Previous studies show that second language writing anxiety negatively influences  learners’ attitudes, achievement, and performance and hinders their writing and learning process. In line with this, our study focused on capturing the anxiety levels of a group of B2 level EFL learners studying at a preparatory school, and the sources and consequences of their L2 writing anxiety. Both quantitative (SLWAI by Cheng, 2004) and qualitative (a questionnaire with open-ended questions, and interviews) research methods were used in the study. The results showed that the participants in this study had high to moderate level of L2 writing anxiety. The participants reported that they feel more L2 writing anxiety during exams than writing in class or at home. Topic selection, finding supporting ideas, time limitation, and lack of effective feedback were found to be the most anxiety-provoking factors for the participants, which were followed by grammar for writing, brainstorming, and idea organization.

References

  • Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal, 8(4), 100-118.
  • Ateş, S. (2013). Foreign language writing anxiety of prospective EFL teachers: How to reduce their anxiety levels (Unpublished master dissertation). Retrieved from Yüksek Öğretim Kurulu Ulusal Tez Merkezi. (370433).
  • Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49, 417– 446.
  • Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647-656.
  • Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313-335.
  • Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall.
  • Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, California: SAGE Publications.
  • Daly, J. A. (1978). Writing apprehension and writing competency. The Journal of Educational Research, 72(1), 10-14.
  • Daly, J. A., & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 17(4), 327-341.
  • Faigley, L., Daly, J. A., & Witte, S. P. (1981). The role of writing apprehension in writing performance and competence. Journal of Educational Research, 75, 16–21.
  • Golda, T. L. (2015). Exploring reasons for writing anxiety: A survey. The Journal for English Language and Literary Studies, 5 (2), 40-44. Retrieved from http://www.tjells.com/article/587_Golda%20Albert.pdf
  • Hassan, B. A. (2001). The relationship of writing apprehension and self-esteem to the writing quality and quantity of EFL university students. Mansoura Faculty of Education Journal, 39, 1-36. Hyland, K. (2003). Second language writing. New York: Cambridge University Press.
  • Kırmızı, Ö. & Kırmızı, G.D. (2015). An investigation of L2 learners’ writing self-efficacy, writing anxiety and its causes at higher education in Turkey. International Journal of Higher Education, 4(2), 57-66.
  • Kim, J-H. (2000). Foreign language listening anxiety: A study of Korean students learning English (Unpublished doctoral dissertation). The University of Texas, Austin.
  • Lee, S. Y. (2003). Teaching EFL writing in the university: Related issues, insights, and implications. Journal of National Taipei Teachers College, 16 (1), 111-136.
  • Leki, I. (1999). Techniques for reducing second language writing anxiety. In D. J. Young (Ed.), Affect in foreign language learning: A practical guide to creating a low-anxiety classroom atmosphere (64-88). Boston: McGraw Hill.
  • MacIntyre, P.D., & Gardner, R.C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275.
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis (2nd ed.). USA: Sage Publications.
  • Min, L. S., & Rahmat, N. (2014). English Language Writing Anxiety among Final Year Engineering Undergraduates in University Putra Malaysia. Advances in Language and Literary Studies, 5(4), 102-106.
  • Phillips, E.M. (1992). The effects of language anxiety on student oral test performance and attitudes. The Modern Language Journal, 76, 14-26.
  • Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (101-108). Englewood Cliffs, NJ: Prentice-Hall.
  • Selfe, C. L. (1984). The predrafting processes of four high- and four low-apprehensive writers. Research in the Teaching of English, 18(1), 45-64.
  • Sellers, V. D. (2000), Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33, 512–520.
  • Zhang, H. (2011). A study on ESL writing anxiety among Chinese English majors: Causes, effects and coping strategies for ESL writing anxiety (Master dissertation). Kristianstad University, Sweden.

İkinci Dilde Yazma Kaygısı: Algılanan Sebepleri ve Sonuçları

Year 2019, Volume: 45 Issue: 45, 235 - 251, 03.01.2019

Abstract



İlgili
çalışmaların sonuçları yabancı dilde yazma kaygısının öğrencilerin tutumlarını,
başarılarını ve performanslarını negatif yönde etkileyerek yazma ve öğrenme
süreçlerine ket vurduğunu göstermektedir. Buna paralel olarak, çalışmamız
yabancı dil olarak İngilizce öğrenen B2 seviyesindeki bir grup hazırlık okulu öğrencisinin
yabancı dilde yazma kaygısı seviyelerini ve bu kaygılarının sebeplerini ve
sonuçlarını keşfetmeye odaklanmıştır.



Bu çalışmada, hem
nicel (İkinci Dilde Yazma Kaygısı Envanteri, Cheng, 2004) hem nitel (açık uçlu
soruların olduğu bir ölçek ve mülakatlar) araştırma yöntemleri kullanılmıştır.
Sonuçlar, katılımcıların yüksek ve orta düzeyde yazma kaygısına sahip
olduklarını göstermektedir. Katılımcılar sınavlarda, sınıfta ve evde
yazdıklarından daha fazla kaygı hissettiklerini belirtmişlerdir. Yazma konusu seçme,
yardımcı fikir bulma, , zaman kısıtlaması ve etkili dönüt eksikliği en çok
kaygı hissettiren etmenler olarak bulunurken bunları dilbilgisi, beyin
fırtınası, fikirleri organize etme ve konu cümlesi yazma adımları takip etti.







References

  • Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal, 8(4), 100-118.
  • Ateş, S. (2013). Foreign language writing anxiety of prospective EFL teachers: How to reduce their anxiety levels (Unpublished master dissertation). Retrieved from Yüksek Öğretim Kurulu Ulusal Tez Merkezi. (370433).
  • Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49, 417– 446.
  • Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647-656.
  • Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313-335.
  • Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall.
  • Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, California: SAGE Publications.
  • Daly, J. A. (1978). Writing apprehension and writing competency. The Journal of Educational Research, 72(1), 10-14.
  • Daly, J. A., & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 17(4), 327-341.
  • Faigley, L., Daly, J. A., & Witte, S. P. (1981). The role of writing apprehension in writing performance and competence. Journal of Educational Research, 75, 16–21.
  • Golda, T. L. (2015). Exploring reasons for writing anxiety: A survey. The Journal for English Language and Literary Studies, 5 (2), 40-44. Retrieved from http://www.tjells.com/article/587_Golda%20Albert.pdf
  • Hassan, B. A. (2001). The relationship of writing apprehension and self-esteem to the writing quality and quantity of EFL university students. Mansoura Faculty of Education Journal, 39, 1-36. Hyland, K. (2003). Second language writing. New York: Cambridge University Press.
  • Kırmızı, Ö. & Kırmızı, G.D. (2015). An investigation of L2 learners’ writing self-efficacy, writing anxiety and its causes at higher education in Turkey. International Journal of Higher Education, 4(2), 57-66.
  • Kim, J-H. (2000). Foreign language listening anxiety: A study of Korean students learning English (Unpublished doctoral dissertation). The University of Texas, Austin.
  • Lee, S. Y. (2003). Teaching EFL writing in the university: Related issues, insights, and implications. Journal of National Taipei Teachers College, 16 (1), 111-136.
  • Leki, I. (1999). Techniques for reducing second language writing anxiety. In D. J. Young (Ed.), Affect in foreign language learning: A practical guide to creating a low-anxiety classroom atmosphere (64-88). Boston: McGraw Hill.
  • MacIntyre, P.D., & Gardner, R.C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275.
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis (2nd ed.). USA: Sage Publications.
  • Min, L. S., & Rahmat, N. (2014). English Language Writing Anxiety among Final Year Engineering Undergraduates in University Putra Malaysia. Advances in Language and Literary Studies, 5(4), 102-106.
  • Phillips, E.M. (1992). The effects of language anxiety on student oral test performance and attitudes. The Modern Language Journal, 76, 14-26.
  • Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (101-108). Englewood Cliffs, NJ: Prentice-Hall.
  • Selfe, C. L. (1984). The predrafting processes of four high- and four low-apprehensive writers. Research in the Teaching of English, 18(1), 45-64.
  • Sellers, V. D. (2000), Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33, 512–520.
  • Zhang, H. (2011). A study on ESL writing anxiety among Chinese English majors: Causes, effects and coping strategies for ESL writing anxiety (Master dissertation). Kristianstad University, Sweden.
There are 24 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Elif Genç

Demet Yaylı 0000-0003-1825-2583

Publication Date January 3, 2019
Submission Date July 24, 2018
Acceptance Date September 5, 2018
Published in Issue Year 2019 Volume: 45 Issue: 45

Cite

APA Genç, E., & Yaylı, D. (2019). The Second Language Writing Anxiety: The Perceived Sources and Consequences. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 235-251.