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Journals / Pamukkale Üniversitesi Eğitim Fakültesi Dergisi / 2019 / Cilt: 45 - Sayı: 45

The Second Language Writing Anxiety: The Perceived Sources and Consequences

İkinci Dilde Yazma Kaygısı: Algılanan Sebepleri ve Sonuçları

Elif GENÇ
Demet YAYLI
Pages
235–251
Publication Date
2019-01-03
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results showed that the participants in this study had high to moderate level of L2 writing anxiety.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Previous studies show that second language writing anxiety negatively influences learners’ attitudes, achievement, and performance and hinders their writing and learning process.
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Key Findings & Data: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.
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Conclusion & Impact:The results showed that the participants in this study had high to moderate level of L2 writing anxiety.
🔬Design:Survey & Empirical Study
📍Scope:2004 Verileri
⚙️Variables:Second language writing anxiety · sources of writing anxiety · Second language writing anxiety

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.

Özet

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.

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Cite This Article

GENÇ, E., YAYLI, D. (2019). The Second Language Writing Anxiety: The Perceived Sources and Consequences. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 45 - Sayı: 45, 235–251. https://ajindex.com/articles/138268

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