A Quantitative Study on Writing Anxiety among Prospective English Language Teachers
Abstract
Writing is a critical skill that must be acquired by the students to be able to learn the language and for academic success. Since writing is widely recognized as a challenging task for ESL learners during the teaching and learning processes, students tend to face certain concerns that inhibit them from performing well in writing activities, one of which is anxiety. Writing anxiety is a catch-all term for a range of negative feelings toward writing. The purpose of the current study is to investigate the level, type, and cause of writing anxiety of the 95 prospective English language teachers. The study also endeavored in finding out the significant difference in the level, type, and cause of writing anxiety when respondents are clustered according to gender and year level. Data were obtained using two instruments namely: Second Language Writing Anxiety Inventory (SLWAI) and Cause of Second Language Writing Anxiety Inventory (CLAWI) developed by Cheng (2002) and Rezaei and Jafari (2014) respectively. In addition, data were statistically analyzed using descriptive analysis. Results revealed that the overall levels of writing anxiety among the respondents exhibit a moderate level of anxiety. Further, Cognitive anxiety is the most dominant type of anxiety encountered by the respondents when prompted to write English compositions. Meanwhile, the major cause of writing anxiety of the respondents is fear of evaluation and negative comments from the teacher. Finally, results also revealed that there is no significant difference in the level, type, and cause of writing anxiety across gender and year levels.
References
2. Aloairdhi, N. (2019). Writing Anxiety Among Saudi Female Learners at Some Saudi Universities. English Language Teaching, 12(9), 55-65. doi: 10.5539/elt.v12n9p55 .
3. Arindra, M. &Ardi, P. (2020). The Correlation between Students’ Writing Anxiety and the Use of Writing Assessment Rubrics. Language Education and Acquisition Research Network Journal, 13(1). 76-93.
4. Barredo, C. & Saavedra, A. (2020). Factors that Contribute to the Poor Writing Skills in Filipino and English of the Elementary Pupils. International Journal of Innovation, Creativity and Change, 14(5).
5. BASKAN, A. (2021). International Journal of Education & Literacy Studies of Students Learning Turkish as a Foreign Language. Journal of Education and Learning, 10(4).70-77.doi:10.5539/jel.v10n4p70 .
6. Berk, R. & e Ünal, E. (2016). Comparison of Writing Anxiety and Writing Dispositions of Sixth, Seventh and Eighth Grade Students. International Journal of Instruction, 10(1). 237-254. .
7. Cocuk, H. E.,;YanparYelken, T,; & Ozer, O. (2016). The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students. Eurasian Journal of Educational Research, 63, 335-352, http://dx.doi.org/10.14689/ejer.2016.63.19.
8. Dar, M. & Khan, I. (2019). Writing Anxiety Among Public And Private Sectors Pakistani Undergraduate University Students. Pakistan Journal of Gender Studies, 10. 157-172.
9. Hull, K., Lawford, H., Oliveira, V., Murray, M., Trempe, M., Crooks, J., Jensen, M. (2019). Student Anxiety and Evaluation. Collected Essays on Learning and Teaching, 12, 23-35.
10. Hussin, S.; Abdula, M.; Ismail, N.; & Yoke, S. (2015). The Effects of CMC Applications on ESL Writing Anxiety among Postgraduate Students. English Language Teaching, 8(9).167-172. doi:10.5539/elt.v8n9p167 .
11. Jawas, U. (2019). Writing Anxiety among Indonesian EFL Students: Factors and Strategies. International Journal of Instruction, 12(4), 733-746.
12. Kara, S. (2013). Writing Anxiety: A Case Study on Students’ Reasons for Anxiety in Writing Classes. Writing Anxiety: A Case Study on Students’ Reasons for Anxiety, 3(1).
13. Karahan, B. (2021). The Relationship between Secondary School Students’ Writing Attitudes and Anxiety and Writing Disposition. International Journal of Education & Literacy Studies, 9(2).137-141.
14. Kusumaningputri, R., Ningsih, T. A., &Wisasongko. (2018). SECOND LANGUAGE WRITING ANXIETY OF INDONESIAN EFL STUDENTS. Lingua Cultura, 12(4), 357-362. https://doi.org/10.21512/lc.v12i4.4268.
15. Pasaribu, T. &. (2018). English Language Anxiety of Preservice Teachers: Causes and Coping Strategies. Learner Language and Learner Variables, 10(3). DOI:10.24071/llt.2018.210202.
16. Sabti, A., Rashid, S., Nimehchisalem, V., &Darmi, R. (2019). The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners. SAGE Journals, 9(4), 1-13. https://doi.org/10.1177/2158244019894289.
17. Sivaci, S. (2020). The Effects of Peer Feedback on Writing Anxiety Levels of Pre-Service English Teachers. The Reading Matrix: An International Online Journal, 20(2).131-139.
18. Soleimani, H.; Hamasaid, H.; & Saheb, B. (2020). L2 Writing Anxiety, Writing Self-efficacy and Writing Motivation as Correlates of Global L2 Writing Performance. Koya University Journal of Humanities and Social Sciences, 3(1).156-165.DOI: 10.14500/kujhss.v3n1y2020.
19. Xie, Q. & Yuan, J. (2020). English writing anxiety and preservice teacher’ written corrective feedback. Language Education & Assessment, 3(2).58–84.https://doi.org/10.29140/lea.v3n2.357.
20. Y. Rodrígucz,; V. Delgadon V.; & Colón, J . (2009). FOREIGN LANGUAGE WRITING ANXIETY AMONG PRESERVICE EFL TEACHERS. Lenguas Modenus, 33. 11-21.
21. Yetis, V. (2017). Sources of Writing Anxiety: A Study on French Language Teaching Students. International Education Studies, 10(6).72-86.doi:10.5539/ies.v10n6p72.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
