İngilizce Hazırlık Sınıfı Öğrencilerinin Yabancı Dilde Yazma Kaygısı Üzerine Bir Araştırma

Year 2023, , 73 - 85, 30.04.2023

Fahrettin Bilge Keyvanoğlu , Çağla Atmaca

https://doi.org/10.5961/higheredusci.1135409

Cited By: 1

Abstract

Bu makale, İngilizce hazırlık sınıfı öğrencilerinin yabancı dilde (L2) yazma kaygı düzeylerini yabancı dilde yazma performansları,
cinsiyetleri, yaşları ve dil düzeyleri açısından araştırmayı amaçlamaktadır. Katılımcılar, Türkiye’de bir devlet üniversitesinde A1, A2 ve B1
seviyesinde öğrenim gören 120 hazırlık sınıfı öğrencisidir. Veriler, Cheng (2004a) tarafından hazırlanan İkinci Dil Yazma Kaygısı Envanteri
adlı bir envanter ve ara sınav ve dönem sonu sınav puanları ile elde edilmiştir. İstatistiksel bulgulara göre, katılımcıların %43.3’ünün yüksek
düzeyde yabancı dilde yazma kaygısına sahip olduğu, %34.2’sinin orta düzeyde ve %22.5’inin düşük düzeyde kaygıya sahip olduğu tespit edilmiştir. Ayrıca, A1 düzeyindeki katılımcılar en yüksek yazma kaygısına sahiptir (Ort=68,5). Buna ilaveten, kadınların erkeklere göre
daha yüksek kaygı düzeylerine sahip oldukları ortaya çıkmıştır. Çoklu regresyon analizinden elde edilen sonuçlar, tüm değişkenlerin
birlikte varyansın %23.3’ünü oluşturduğunu göstermiştir. Yazma kaygısı cinsiyet (β = -.33, p<.001) ve dil düzeyi (β = -.34, p<.001)
tarafından anlamlı olarak yordanmıştır. Son olarak, sonuçlar katılımcıların yabancı dilde yazma kaygısı ile yazma performansları arasında
anlamlı bir ilişki olmadığını göstermiştir.

Keywords

yabancı dilde yazma kaygısı, yabancı dilde yazma performansı, hazırlık sınıfı öğrencileri, Türkiye bağlamında İngilizce öğrenenler, yazma eğitimi

Supporting Institution

Herhangi kurum desteklememiştir.

Project Number

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Thanks

HERHANGİ KİŞİ YA DA KURUM DESTEĞİ YOKTUR.

An Investigation into Preparatory Class EFL Students’ L2 Writing Anxiety

Abstract

The current paper aims to investigate foreign language (L2) writing anxiety levels of Turkish EFL students with regard to their foreign
language writing performance, gender, age and language level. The participants were 120 preparatory class students from A1, A2, and
B1 levels at a state university in Turkey. The data were collected through an inventory, namely The Second Language Writing Anxiety
Inventory by Cheng (2004a), and midterm and final exam scores. According to the results of statistical procedures, it was found that
43.3% of the participants had high levels of foreign language writing anxiety while 34.2% of them had moderate and 22.5% of them had
low anxiety levels. Additionally, the participants from A1 level had the highest level of writing anxiety (M=68.5). Furthermore, it was
revealed that females had higher anxiety levels than males. The results from multiple regression analysis indicated that all variables together
accounted for 23.3% of variance. Writing anxiety was significantly predicted by gender (β = -.33, p<.001) and language level (β = -.34,
p<.001). Finally, the results demonstrated that there was not a significant relationship between L2 writing anxiety of the participants and
their writing performance.

Keywords

L2 writing anxiety, L2 writing performance, preparatory class students, Turkish EFL students, writing instruction

Project Number

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