Araştırma Makalesi
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Türkiye’de İngilizcenin Yabancı Dil Olarak Öğretimi Bağlamında Yabancı Dilde Yazma Kaygısı Üzerine Kapsamlı Bir Araştırma

Yıl 2024, , 25 - 37, 28.03.2024
https://doi.org/10.17556/erziefd.1373734

Öz

Bu çalışma, İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin yabancı dilde yazma kaygı düzeylerini, yaygın yazma kaygısı türlerini, algılanan kaygı nedenleri ve etkileri ile birlikte öğrencilerin bu kaygıyla baş etme stratejilerini araştırmayı amaçlamıştır. Araştırmada, Türkiye'deki bir devlet üniversitesinin İngiliz Dili ve Edebiyatı lisans programında öğrenim gören öğrencilerle yapılan bir anket ve bir açık uçlu görüşmeye dayanan paralel karma yöntemler deseni benimsenmiştir. Ankete toplam 138 öğrenci katılmış, bu öğrenciler arasından gönüllü olan sekiz öğrenci ile yüz yüze görüşmeler yapılmıştır. Anket yoluyla elde edilen araştırma verileri betimleyici ve çıkarımsal istatistiklerle, görüşme kayıtları ise tematik analizle çözümlenmiştir. Bulgular, öğrencilerin yüksek düzeyde yabancı dilde yazma kaygısı sergiledikleri ve zaman kısıtlaması ile değerlendirme odaklı olmanın kaygıya neden olan faktörlerin başında geldiği noktasında birleşmiştir. Yazma kaygısı, algılanan İngilizce yeterlilik düzeylerine göre değişkenlik göstermiş, kendilerini daha az yetkin olarak değerlendiren öğrencilerde daha yüksek düzeyde kaygı olduğu bulunmuştur. Görüşme raporlarından hareketle öğrenciler açısından yazma kaygısının nedenleri, etkileri ve kaygıyı hafifleten faktörler ve stratejiler belirlenmiştir. Son olarak, İngilizce öğrenenlerin yabancı dilde yazma kaygısını hafifletmeye yönelik daha etkili stratejilere dair öneriler tartışılmıştır.

Kaynakça

  • Abolhasani, H., Golparvar, S. E., & Robatjazi, M. A. (2022). Modelling the role of L2 writing anxiety in graph-based composing performance and strategy use. Journal of Psycholinguistic Research, 51(2), 417¬-435. https://doi.org/10.1007/s10936-022-09858-8
  • Altay, I. F. (2010). A suggested syllabus for advanced writing skills at English language teaching departments. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 20-31. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/456-published.pdf
  • Altınmakas D, Bayyurt Y. (2019). An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103. https://doi.org/10.1016/j.jeap.2018.11.006
  • Atay, D. & Kurt, G. (2007). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. Journal of Theory and Practice in Education, 1(3), 12-¬23. https://files.eric.ed.gov/fulltext/ED502015.pdf
  • Ateş, S. (2013). Foreign language writing anxiety of prospective EFL teachers: How to reduce their anxiety levels [Unpublished master’s thesis]. Başkent University.
  • Bailey, D. R., & Almusharraf, N. (2022). A structural equation model of second language writing strategies and their influence on anxiety, proficiency, and perceived benefits with online writing. Education and Information Technologies, 1¬20. https://doi.org/10.1007/s10639-022-11045-0
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117¬-148. https://doi.org/10.1207/s15326985ep2802_3
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77¬-101. https://doi.org/10.1191/1478088706qp063oa
  • Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647¬-656. https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
  • Cheng, Y. S. (2004a). EFL students’ writing anxiety: Sources and implications. English Teaching & Learning, 29(2), 41-¬62. https://www.researchgate.net/publication/306392321_EFL_Students'_Writing_Anxiety_Sources_ and_Implications
  • Cheng, Y. S. (2004b). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313¬-335. https://doi.org/10.1016/j.jslw.2004.07.001
  • Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417¬-446. https://doi.org/10.1111/0023-8333.00095
  • Ciftci, H., & Kocoglu, Z. (2012). Effects of peer e-feedback on Turkish EFL students' writing performance. Journal of Educational Computing Research, 46(1), 61-84. http://dx.doi.org/10.2190/EC.46.1.c
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Sage.
  • Daly, J. A., & Miller, M. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9, 242-¬249. https://www.jstor.org/stable/40170632
  • Ekmekçi, E. (2018). Exploring Turkish EFL students’ writing anxiety. The Reading Matrix: An International Online Journal, 18(1), 158-175. http://www.readingmatrix.com/files/18-kz58m89c.pdf
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://www.sciencepublishinggroup.com/article/10.11648.j.ajtas.20160501.11
  • Genç., E., & Yayli, D. (2019). The second language writing anxiety: The perceived sources and consequences. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 235-¬251. https://dergipark.org.tr/en/pub/pauefd/issue/41649/447405
  • Graham, S., Tavsanli, O.F., & Kaldirim, A. (2022). Improving writing skills of students in Turkey: A meta-analysis of writing interventions. Educational Psychology Review, 34, 889-¬934 https://doi.org/10.1007/s10648-021-09639-0
  • Hamed, L. A. A., Behnam, B., & Saiedi, M. (2014). The role of formal schemata in the development of précis writing in an Iranian EFL context. Procedia-Social and Behavioral Sciences, 98, 207-211. https://doi.org/10.1016/j.sbspro.2014.03.408
  • Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44¬-59. https://doi.org/10.1016/j.jslw.2018.03.001
  • Heidarzadi, M., Barjesteh, H., & Mouziraji, A. N. (2022). Epistemological beliefs and writing self-efficacy as predictors of second language writing anxiety: A structural equation modeling approach. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.850243
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-¬132. https://doi.org/10.2307/327317
  • Hyland, K. (2016). Methods and methodologies in second language writing research. System, 59, 116¬125. https://doi.org/10.1016/j.system.2016.05.002
  • İlhan, H., & Tutkun, Ö. F. (2020). The causes and effects of writing anxiety on foreign language learning and coping with it. Researcher, 8(3), 62¬-79. https://dergipark.org.tr/en/pub/researcher/issue/66640/1042724#article_cite
  • Jang, Y.,& Lee, J. (2019). The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality. Read Writ 32, 1129–1148. https://doi.org/10.1007/s11145-018-9903-0
  • Jawas, U. (2019). Writing anxiety among Indonesian EFL students: Factors and strategies. International Journal of Instruction, 12(4), 733-¬746. https://files.eric.ed.gov/fulltext/EJ1230040.pdf
  • Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49, 100945. https://doi.org/10.1016/j.jeap.2020.100945
  • Karaca, M., & Inan, S. (2020). A measure of possible sources of demotivation in L2 writing: A scale development and validation study. Assessing Writing, 43, 100438. https://doi.org/10.1016/j.asw.2019.100438
  • Keyvanoğlu, F. B., & Atmaca, Ç. (2023). An investigation into preparatory class EFL students’ L2 writing anxiety. Yükseköğretim ve Bilim Dergisi, 13(1), 73-85. https://doi.org/10.5961/higheredusci.1135409
  • 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. https://files.eric.ed.gov/fulltext/EJ1060569.pdf
  • Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390¬-403. https://doi.org/10.1016/j.jslw.2012.09.003
  • Kulusaklı, E. (2021). An investigation into Turkish EFL learners' academic writing motivation. Eurasian Journal of Educational Research, 93, 165-178. https://files.eric.ed.gov/fulltext/EJ1299637.pdf
  • Li, B. (2022). Research on correlation between English writing self-efficacy and psychological anxiety of college students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.957664
  • Mulyono, H., Liestyana, A. R., Warni, S., Suryoputro, G., & Ningsih, S. K. (2020). Indonesian students’ anxiety to write in English as a foreign language across gender and educational levels. Problems of Education in the 21st Century, 78(2), 249¬-262. https://doi.org/10.33225/pec/20.78.249
  • Mutlu, G., Bayram, D., & Demirbüken, I. B. (2015). Translation as a learning strategy of Turkish EFL learners. International Journal on New Trends in Education and Their Implications, 6(2), 225-234. http://www.ijonte.org/FileUpload/ks63207/File/20.mutlu.pdf
  • Pae, T. I. (2013). Skill-based L2 anxieties revisited: Their intra-relations and the inter-relations with general foreign language anxiety. Applied Linguistics, 34(2), 232¬-252. https://doi.org/10.1093/applin/ams041
  • Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139¬-158. https://doi.org/10.1080/10573560308222
  • Qashoa, S. H. H. (2014). English writing anxiety: Alleviating strategies. Procedia – Social and Behavioral Sciences, 136, 59-¬65. https://doi.org/10.1016/j.sbspro.2014.05.288
  • Quvanch, Z., & Si Na, K. (2022). Evaluating Afghanistan university students’ writing anxiety in English class: An empirical research. Cogent Education, 9(1), Article 2040697. https://doi.org/10.1080/2331186X.2022.2040697
  • Rabadi, R. I., & Rabadi, A. D. (2020). Do medical students experience writing anxiety while learning English as a foreign language? Psychology Research and Behavior Management, 13, 883-¬¬893. https://doi.org/10.2147/PRBM.S276448
  • Rezaei, M., & Jafari, M. (2014). Investigating the levels, types, and causes of writing anxiety among Iranian EFL students: A mixed method design. Procedia – Social and Behavioral Sciences, 98, 1545-¬1554. https://doi.org/10.1016/j.sbspro.2014.03.577
  • Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87-¬102. https://doi.org/10.1080/09571736.2014.958190
  • Sabti, A. A., Rashid, S. M., & Hummadi, A. S. (2019). Interrelationships between writing anxiety dimensions and writing goal orientation among Iraqi EFL undergraduates. International Journal of Instruction, 12(4), 529¬-544. https://doi.org/10.29333/iji.2019.12434a
  • Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53, Article 100-837. https://doi.org/10.1016/j.jslw.2021.100837
  • Wang, H. C. (2021). Exploring the relationships of achievement motivation and state anxiety to creative writing performance in English as a foreign language. Thinking Skills and Creativity, 42, Article 100-948. https://doi.org/10.1016/j.tsc.2021.100948
  • Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510¬-522. https://doi.org/10.1016/j.system.2011.10.017
  • Zabihi, R., Mousavi, S. H., & Salehian, A. (2020). The differential role of domain-specific anxiety in learners’ narrative and argumentative L2 written task performances. Current Psychology, 39(4), 1438-¬1444. https://doi.org/10.1007/s12144-018-9850-6
  • Zerey, G. Ö. (2013). Pre-service EFL teachers’ foreign language writing anxiety: Some associated factors. Dil Dergisi, 160, 42-¬65. https://dergipark.org.tr/en/pub/dilder/issue/47681/602293
  • Zhang, H. (2011). A study on ESL writing anxiety among Chinese English majors: Causes, effects and coping strategies for ESL writing anxiety [Unpublished master’s thesis]. Kristianstad University.
  • Zhang, C., & Zhang, W. (2022). The Impact of Academic Procrastination on Second Language Writing: The Mediating Role of L2 Writing Anxiety. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.851120

A Thorough Investigation into Foreign Language Writing Anxiety in a Turkish EFL Context

Yıl 2024, , 25 - 37, 28.03.2024
https://doi.org/10.17556/erziefd.1373734

Öz

This study sought to investigate foreign language (L2) writing anxiety of Turkish students learning English as a foreign language (EFL) by focusing on the L2 writing anxiety levels; the prevailing types, perceived causes and effects of L2 writing anxiety; and the strategies that students employed to alleviate L2 writing anxiety. The study adopted a convergent parallel mixed-methods design consisting of a quantitative survey and qualitative open-ended interviews with the students studying at English Language and Literature undergraduate program at a state university in Türkiye. A total of 138 students responded to the questionnaire and eight volunteers among them were interviewed face to face. The survey data were analysed through descriptive and inferential statistics while interview records were analysed through thematic analysis. The findings converged on the point that the students displayed high levels of L2 writing anxiety and that time constraints and assessment orientation were the prominent factors leading to anxiety. The students’ L2 writing anxiety varied significantly across perceived L2 proficiency levels, demonstrating higher-level anxiety for the students reporting themselves as less proficient L2 users. Based on the interview reports, the student-perceived causes and effects of writing anxiety as well as the factors and relieving strategies were identified. Finally, recommendations for more effective strategies for alleviating English language learners’ L2 writing anxiety were discussed.

Kaynakça

  • Abolhasani, H., Golparvar, S. E., & Robatjazi, M. A. (2022). Modelling the role of L2 writing anxiety in graph-based composing performance and strategy use. Journal of Psycholinguistic Research, 51(2), 417¬-435. https://doi.org/10.1007/s10936-022-09858-8
  • Altay, I. F. (2010). A suggested syllabus for advanced writing skills at English language teaching departments. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 20-31. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/456-published.pdf
  • Altınmakas D, Bayyurt Y. (2019). An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103. https://doi.org/10.1016/j.jeap.2018.11.006
  • Atay, D. & Kurt, G. (2007). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. Journal of Theory and Practice in Education, 1(3), 12-¬23. https://files.eric.ed.gov/fulltext/ED502015.pdf
  • Ateş, S. (2013). Foreign language writing anxiety of prospective EFL teachers: How to reduce their anxiety levels [Unpublished master’s thesis]. Başkent University.
  • Bailey, D. R., & Almusharraf, N. (2022). A structural equation model of second language writing strategies and their influence on anxiety, proficiency, and perceived benefits with online writing. Education and Information Technologies, 1¬20. https://doi.org/10.1007/s10639-022-11045-0
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117¬-148. https://doi.org/10.1207/s15326985ep2802_3
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77¬-101. https://doi.org/10.1191/1478088706qp063oa
  • Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647¬-656. https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
  • Cheng, Y. S. (2004a). EFL students’ writing anxiety: Sources and implications. English Teaching & Learning, 29(2), 41-¬62. https://www.researchgate.net/publication/306392321_EFL_Students'_Writing_Anxiety_Sources_ and_Implications
  • Cheng, Y. S. (2004b). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313¬-335. https://doi.org/10.1016/j.jslw.2004.07.001
  • Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417¬-446. https://doi.org/10.1111/0023-8333.00095
  • Ciftci, H., & Kocoglu, Z. (2012). Effects of peer e-feedback on Turkish EFL students' writing performance. Journal of Educational Computing Research, 46(1), 61-84. http://dx.doi.org/10.2190/EC.46.1.c
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Sage.
  • Daly, J. A., & Miller, M. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9, 242-¬249. https://www.jstor.org/stable/40170632
  • Ekmekçi, E. (2018). Exploring Turkish EFL students’ writing anxiety. The Reading Matrix: An International Online Journal, 18(1), 158-175. http://www.readingmatrix.com/files/18-kz58m89c.pdf
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://www.sciencepublishinggroup.com/article/10.11648.j.ajtas.20160501.11
  • Genç., E., & Yayli, D. (2019). The second language writing anxiety: The perceived sources and consequences. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 235-¬251. https://dergipark.org.tr/en/pub/pauefd/issue/41649/447405
  • Graham, S., Tavsanli, O.F., & Kaldirim, A. (2022). Improving writing skills of students in Turkey: A meta-analysis of writing interventions. Educational Psychology Review, 34, 889-¬934 https://doi.org/10.1007/s10648-021-09639-0
  • Hamed, L. A. A., Behnam, B., & Saiedi, M. (2014). The role of formal schemata in the development of précis writing in an Iranian EFL context. Procedia-Social and Behavioral Sciences, 98, 207-211. https://doi.org/10.1016/j.sbspro.2014.03.408
  • Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44¬-59. https://doi.org/10.1016/j.jslw.2018.03.001
  • Heidarzadi, M., Barjesteh, H., & Mouziraji, A. N. (2022). Epistemological beliefs and writing self-efficacy as predictors of second language writing anxiety: A structural equation modeling approach. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.850243
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-¬132. https://doi.org/10.2307/327317
  • Hyland, K. (2016). Methods and methodologies in second language writing research. System, 59, 116¬125. https://doi.org/10.1016/j.system.2016.05.002
  • İlhan, H., & Tutkun, Ö. F. (2020). The causes and effects of writing anxiety on foreign language learning and coping with it. Researcher, 8(3), 62¬-79. https://dergipark.org.tr/en/pub/researcher/issue/66640/1042724#article_cite
  • Jang, Y.,& Lee, J. (2019). The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality. Read Writ 32, 1129–1148. https://doi.org/10.1007/s11145-018-9903-0
  • Jawas, U. (2019). Writing anxiety among Indonesian EFL students: Factors and strategies. International Journal of Instruction, 12(4), 733-¬746. https://files.eric.ed.gov/fulltext/EJ1230040.pdf
  • Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49, 100945. https://doi.org/10.1016/j.jeap.2020.100945
  • Karaca, M., & Inan, S. (2020). A measure of possible sources of demotivation in L2 writing: A scale development and validation study. Assessing Writing, 43, 100438. https://doi.org/10.1016/j.asw.2019.100438
  • Keyvanoğlu, F. B., & Atmaca, Ç. (2023). An investigation into preparatory class EFL students’ L2 writing anxiety. Yükseköğretim ve Bilim Dergisi, 13(1), 73-85. https://doi.org/10.5961/higheredusci.1135409
  • 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. https://files.eric.ed.gov/fulltext/EJ1060569.pdf
  • Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390¬-403. https://doi.org/10.1016/j.jslw.2012.09.003
  • Kulusaklı, E. (2021). An investigation into Turkish EFL learners' academic writing motivation. Eurasian Journal of Educational Research, 93, 165-178. https://files.eric.ed.gov/fulltext/EJ1299637.pdf
  • Li, B. (2022). Research on correlation between English writing self-efficacy and psychological anxiety of college students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.957664
  • Mulyono, H., Liestyana, A. R., Warni, S., Suryoputro, G., & Ningsih, S. K. (2020). Indonesian students’ anxiety to write in English as a foreign language across gender and educational levels. Problems of Education in the 21st Century, 78(2), 249¬-262. https://doi.org/10.33225/pec/20.78.249
  • Mutlu, G., Bayram, D., & Demirbüken, I. B. (2015). Translation as a learning strategy of Turkish EFL learners. International Journal on New Trends in Education and Their Implications, 6(2), 225-234. http://www.ijonte.org/FileUpload/ks63207/File/20.mutlu.pdf
  • Pae, T. I. (2013). Skill-based L2 anxieties revisited: Their intra-relations and the inter-relations with general foreign language anxiety. Applied Linguistics, 34(2), 232¬-252. https://doi.org/10.1093/applin/ams041
  • Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139¬-158. https://doi.org/10.1080/10573560308222
  • Qashoa, S. H. H. (2014). English writing anxiety: Alleviating strategies. Procedia – Social and Behavioral Sciences, 136, 59-¬65. https://doi.org/10.1016/j.sbspro.2014.05.288
  • Quvanch, Z., & Si Na, K. (2022). Evaluating Afghanistan university students’ writing anxiety in English class: An empirical research. Cogent Education, 9(1), Article 2040697. https://doi.org/10.1080/2331186X.2022.2040697
  • Rabadi, R. I., & Rabadi, A. D. (2020). Do medical students experience writing anxiety while learning English as a foreign language? Psychology Research and Behavior Management, 13, 883-¬¬893. https://doi.org/10.2147/PRBM.S276448
  • Rezaei, M., & Jafari, M. (2014). Investigating the levels, types, and causes of writing anxiety among Iranian EFL students: A mixed method design. Procedia – Social and Behavioral Sciences, 98, 1545-¬1554. https://doi.org/10.1016/j.sbspro.2014.03.577
  • Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87-¬102. https://doi.org/10.1080/09571736.2014.958190
  • Sabti, A. A., Rashid, S. M., & Hummadi, A. S. (2019). Interrelationships between writing anxiety dimensions and writing goal orientation among Iraqi EFL undergraduates. International Journal of Instruction, 12(4), 529¬-544. https://doi.org/10.29333/iji.2019.12434a
  • Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53, Article 100-837. https://doi.org/10.1016/j.jslw.2021.100837
  • Wang, H. C. (2021). Exploring the relationships of achievement motivation and state anxiety to creative writing performance in English as a foreign language. Thinking Skills and Creativity, 42, Article 100-948. https://doi.org/10.1016/j.tsc.2021.100948
  • Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510¬-522. https://doi.org/10.1016/j.system.2011.10.017
  • Zabihi, R., Mousavi, S. H., & Salehian, A. (2020). The differential role of domain-specific anxiety in learners’ narrative and argumentative L2 written task performances. Current Psychology, 39(4), 1438-¬1444. https://doi.org/10.1007/s12144-018-9850-6
  • Zerey, G. Ö. (2013). Pre-service EFL teachers’ foreign language writing anxiety: Some associated factors. Dil Dergisi, 160, 42-¬65. https://dergipark.org.tr/en/pub/dilder/issue/47681/602293
  • Zhang, H. (2011). A study on ESL writing anxiety among Chinese English majors: Causes, effects and coping strategies for ESL writing anxiety [Unpublished master’s thesis]. Kristianstad University.
  • Zhang, C., & Zhang, W. (2022). The Impact of Academic Procrastination on Second Language Writing: The Mediating Role of L2 Writing Anxiety. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.851120
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce
Bölüm Erken Görünüm
Yazarlar

Didem Erdel 0000-0002-3923-4934

Erken Görünüm Tarihi 4 Mart 2024
Yayımlanma Tarihi 28 Mart 2024
Gönderilme Tarihi 10 Ekim 2023
Kabul Tarihi 30 Ocak 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Erdel, D. (2024). A Thorough Investigation into Foreign Language Writing Anxiety in a Turkish EFL Context. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(1), 25-37. https://doi.org/10.17556/erziefd.1373734