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
Herhangi proje kapsamında değildir.
Thanks
HERHANGİ KİŞİ YA DA KURUM DESTEĞİ YOKTUR.
References
- Al Asmari, A. (2013). Investigation of writing strategies, writing apprehension, and writing achievement among Saudi EFL-major students. International Education Studies, 6(11), 130-143.
- Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal, 8(4), 100-118.
- 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.
- Ateş, S. (2013). Foreign language writing anxiety of prospective EFL teachers: How to reduce their anxiety levels. Unpublished Master’s Thesis. Başkent University Institute of Educational Sciences, Ankara.
- Aydın, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes. Unpublished doctoral dissertation. Anadolu University. The Institute of Social Sciences, Eskişehir. Retrieved from Yüksek Öğretim Kurulu Ulusal Tez Merkezi. (092084).
- Bekleyen, N. (2004). The Influence of teachers and peers on foreign language classroom anxiety. Language Journal, 123, 49-66.
- Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson.
- Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(5), 647– 656.
- Cheng, Y. S. (2004a). EFL students’ writing anxiety: Sources and implications. English Teaching & Learning, 29(2), 41-62.
- 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.
- Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209-240). Thousands Oaks, Calif.: Sage.
- DeDeyn, R. (2011). Student identity, writing anxiety, and writing performance: A correlational study. Unpublished doctoral dissertation. Colorado State University, Colorado.
- Dörnyei, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative and mixed methodologies. New York: Oxford University Press.
- Erkan, D. Y., & Saban, A. İ. (2011). Writing performance relative to writing apprehension, self-efficacy in writing, and attitudes towards writing: A correlational study in the Turkish tertiary-level EFL context. Asian EFL Journal, 13(1), 163-191.
- Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
- Genç, E., & Yaylı, D. (2019). The second language writing anxiety: The perceived sources and consequences. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45, 235-251.
- Ho, M. (2016). Exploring writing anxiety and self-efficacy among EFL graduate students in Taiwan. Higher Education Studies, 6(1), 24-39. doi: 10.5539/hes.v6n1p24.
- Hui, P. (2009). An investigation of the relationship between students’ English learning anxiety and learning achievement in a Chinese senior high school. Seminar paper presented to The Graduate Faculty University of Wisconsin-Platteville, U.S.A.
- Kara, S. (2013). Writing anxiety: A case study on students’ reasons for anxiety in writing classes. Anadolu Journal of Educational Sciences International, 3(1), 103-111.
- Mackey, A. & Gass, S. M. (2005). Second language research: Methodology and design. London: Lawrence Erlbaum Assoc.
- Masny, D., & Foxall, J. (1992). Writing apprehension in L2. ERIC Document Reproduction Service No. ED 020 882.
- McKay, S. L. (2006). Researching second language classrooms. Lawrence Erlbaum, Associates Publishers: London.
- Negari, G. M., & Rezaabadi, O. T. (2012). Too nervous to write? The relationship between anxiety and EFL writing. Theory and Practice in Language Studies, 2(12), 2578-2586. doi: 4304/tpls.2.12.2578-2586.
- Onwuegbuzie, A. J. (1997). Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety. Library and Information Science Research, 19(1), 5-33. http://dx.doi.org/10.1016/S0740-8188(97)90003-7.
- Öztürk, G., & Saydam, D. (2014). Anxiety and self-efficacy in foreign language writing: The case in Turkey. Başkent University Journal of Education, 1(2), 10-21.
- Öztürk, H., & Çeçen, S. (2007). The effects of portfolio keeping on writing anxiety of EFL learners. Journal of Language and Linguistic Studies, 3(2), 218-236.
- Pasaribu, T. A. (2016). Students’ writing anxiety: Causes and effects of a Moodle-based writing course. In Shaffer, D. & Pinto, M. (Eds.). KOTESOL Proceedings 2016. Paper presented at 24th Korea KOTESOL international conference shaping the future: With 21st century skills, Seoul, Korea (pp. 87-96). Seoul: Korea TESOL.
- Rezaei, M. M., Jafari, S. M., & Younas, M. (2014). Iranian EFL students’ writing anxiety: Levels, causes and implications. English for Specific Purposes World, 42(15), 1-10.
- Rodriguez, Y., Delgado, V., & Colon, J. M. (2009). Foreign language writing anxiety among pre-service EFL teachers. Lenguas Modernas, 33, 21-31.
- Singh, T. K., & Rajalingam, S. K. (2012). The relationship of writing apprehension level and self-efficacy beliefs on writing proficiency level among pre-university students. English Language Teaching, 5(7), 42-52.
- Susoy, Z. & Tanyer, S. (2013). A closer look at the foreign language writing anxiety of Turkish EFL pre-service teachers. Paper presented at the International Academic Conference on Education, Teaching and E-learning in October, 2013. Prague, Czech Republic.
- Takahashi, A. (2010). Foreign language writing apprehension: Its relationship with motivation, self-perceived target language ability, and actual language ability. Niigata Studies in Foreign Languages and Cultures, 15, 89-100.
- Yastıbaş, G. Ç., & Yastıbaş, A. E. (2015). The effect of peer feedback on writing anxiety in Turkish EFL (English as a foreign language) students. Procedia-Social and Behavioral Sciences, 199, 530-538.
- Young, D. J. (1991). Creating a low- anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439.
- 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 School of Teacher Education, Kristianstad.
- Zhang, R., & Zhong, J. (2012). The hindrance of doubt: Causes of language anxiety. International Journal of English Linguistics, 2(3), 27-33.
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
Herhangi proje kapsamında değildir.
References
- Al Asmari, A. (2013). Investigation of writing strategies, writing apprehension, and writing achievement among Saudi EFL-major students. International Education Studies, 6(11), 130-143.
- Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal, 8(4), 100-118.
- 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.
- Ateş, S. (2013). Foreign language writing anxiety of prospective EFL teachers: How to reduce their anxiety levels. Unpublished Master’s Thesis. Başkent University Institute of Educational Sciences, Ankara.
- Aydın, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes. Unpublished doctoral dissertation. Anadolu University. The Institute of Social Sciences, Eskişehir. Retrieved from Yüksek Öğretim Kurulu Ulusal Tez Merkezi. (092084).
- Bekleyen, N. (2004). The Influence of teachers and peers on foreign language classroom anxiety. Language Journal, 123, 49-66.
- Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson.
- Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(5), 647– 656.
- Cheng, Y. S. (2004a). EFL students’ writing anxiety: Sources and implications. English Teaching & Learning, 29(2), 41-62.
- 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.
- Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209-240). Thousands Oaks, Calif.: Sage.
- DeDeyn, R. (2011). Student identity, writing anxiety, and writing performance: A correlational study. Unpublished doctoral dissertation. Colorado State University, Colorado.
- Dörnyei, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative and mixed methodologies. New York: Oxford University Press.
- Erkan, D. Y., & Saban, A. İ. (2011). Writing performance relative to writing apprehension, self-efficacy in writing, and attitudes towards writing: A correlational study in the Turkish tertiary-level EFL context. Asian EFL Journal, 13(1), 163-191.
- Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
- Genç, E., & Yaylı, D. (2019). The second language writing anxiety: The perceived sources and consequences. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45, 235-251.
- Ho, M. (2016). Exploring writing anxiety and self-efficacy among EFL graduate students in Taiwan. Higher Education Studies, 6(1), 24-39. doi: 10.5539/hes.v6n1p24.
- Hui, P. (2009). An investigation of the relationship between students’ English learning anxiety and learning achievement in a Chinese senior high school. Seminar paper presented to The Graduate Faculty University of Wisconsin-Platteville, U.S.A.
- Kara, S. (2013). Writing anxiety: A case study on students’ reasons for anxiety in writing classes. Anadolu Journal of Educational Sciences International, 3(1), 103-111.
- Mackey, A. & Gass, S. M. (2005). Second language research: Methodology and design. London: Lawrence Erlbaum Assoc.
- Masny, D., & Foxall, J. (1992). Writing apprehension in L2. ERIC Document Reproduction Service No. ED 020 882.
- McKay, S. L. (2006). Researching second language classrooms. Lawrence Erlbaum, Associates Publishers: London.
- Negari, G. M., & Rezaabadi, O. T. (2012). Too nervous to write? The relationship between anxiety and EFL writing. Theory and Practice in Language Studies, 2(12), 2578-2586. doi: 4304/tpls.2.12.2578-2586.
- Onwuegbuzie, A. J. (1997). Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety. Library and Information Science Research, 19(1), 5-33. http://dx.doi.org/10.1016/S0740-8188(97)90003-7.
- Öztürk, G., & Saydam, D. (2014). Anxiety and self-efficacy in foreign language writing: The case in Turkey. Başkent University Journal of Education, 1(2), 10-21.
- Öztürk, H., & Çeçen, S. (2007). The effects of portfolio keeping on writing anxiety of EFL learners. Journal of Language and Linguistic Studies, 3(2), 218-236.
- Pasaribu, T. A. (2016). Students’ writing anxiety: Causes and effects of a Moodle-based writing course. In Shaffer, D. & Pinto, M. (Eds.). KOTESOL Proceedings 2016. Paper presented at 24th Korea KOTESOL international conference shaping the future: With 21st century skills, Seoul, Korea (pp. 87-96). Seoul: Korea TESOL.
- Rezaei, M. M., Jafari, S. M., & Younas, M. (2014). Iranian EFL students’ writing anxiety: Levels, causes and implications. English for Specific Purposes World, 42(15), 1-10.
- Rodriguez, Y., Delgado, V., & Colon, J. M. (2009). Foreign language writing anxiety among pre-service EFL teachers. Lenguas Modernas, 33, 21-31.
- Singh, T. K., & Rajalingam, S. K. (2012). The relationship of writing apprehension level and self-efficacy beliefs on writing proficiency level among pre-university students. English Language Teaching, 5(7), 42-52.
- Susoy, Z. & Tanyer, S. (2013). A closer look at the foreign language writing anxiety of Turkish EFL pre-service teachers. Paper presented at the International Academic Conference on Education, Teaching and E-learning in October, 2013. Prague, Czech Republic.
- Takahashi, A. (2010). Foreign language writing apprehension: Its relationship with motivation, self-perceived target language ability, and actual language ability. Niigata Studies in Foreign Languages and Cultures, 15, 89-100.
- Yastıbaş, G. Ç., & Yastıbaş, A. E. (2015). The effect of peer feedback on writing anxiety in Turkish EFL (English as a foreign language) students. Procedia-Social and Behavioral Sciences, 199, 530-538.
- Young, D. J. (1991). Creating a low- anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439.
- 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 School of Teacher Education, Kristianstad.
- Zhang, R., & Zhong, J. (2012). The hindrance of doubt: Causes of language anxiety. International Journal of English Linguistics, 2(3), 27-33.
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Research Articles |
| Authors | |
| Project Number | Herhangi proje kapsamında değildir. |
| Publication Date | April 30, 2023 |
| Published in Issue | Year 2023 Volume: 13 Issue: 1 |
