Exploring the Relationship between Writing Apprehension and Writing Performance: A Qualitative Study

Badrasawi, Kamal J I; Zubairi, Ainol Madziah; Idrus, Faizah

doi:10.5539/ies.v9n8p134

Cited by 16 publications

(18 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Al-Shboul & Huwari (2015) found that learners who had bad experience about writing in their past, end up having higher writing apprehension. In addition to that, Badrasawi, Zubairi & Idrus (2016) also found that writing apprehension can lead to poor performance in that skill. Hence, this study is done to explore the cycle of fear in writing and how learners are coping with that.…”

Section: Introductionmentioning

confidence: 83%

Cycle of Writing Prophecy: Exploring Beliefs and Fear in Academic Writing

Rahmat

Arepin

Aripin

et al. 2021

EJEL

View full text Add to dashboard Cite

The fear of writing stems from many reasons. Some fear the process, some fear the product, while others fear the reaction given towards their writing product. Past researchers have done many studies that investigate many angles of writing. When it comes to writing, the self-imposed belief (positive or negative) is dependent on other imposed expectations (positive or negative). This in turn affects the end result of the writing assignment. This study is done to investigate the cycle of writing prophecy and explore how this cycle is influenced by the writers’ beliefs and fear. 108 participants were purposely chosen from a few groups of students who registered for an academic writing course, they were asked to respond to the instrument. The instrument used is a survey (table 1). The survey has 5 sections. Section A is about demographic profile. Section B has 9 items on Beliefs. Section C has 15 items on Writing apprehension. Section B has 7 items on Behaviour, and section E has 25 items on result. Findings bear interesting pedagogical implications towards the teaching and learning of writing. Article visualizations:<img src="/-counters-/edu_01/0852/a.php" alt="Hit counter" />

show abstract

Section: Introductionmentioning

confidence: 83%

Cycle of Writing Prophecy: Exploring Beliefs and Fear in Academic Writing

Rahmat

Arepin

Aripin

et al. 2021

EJEL

View full text Add to dashboard Cite

show abstract

“…Other major factors that led to writing anxiety was lack of the ability to organize and express their ideas (Badrasawi, Zubairi, & Idrus, 2016). As a result, anxiety undermines the ability to think cohesively (Onwuegbuzie, 1997).…”

Section: Learners' Perceptions On Efl Writing Practicesmentioning

confidence: 99%

Writing Anxiety in Academic Writing Practice

Rohmah¹,

Muslim²

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

View full text Add to dashboard Cite

As an essential part of EFL academic practices, writing is the most required skill in higher-education context. Subsequently, the requirement of having a high command of English writing skill emerges as one of the most important criteria for qualified EFL graduates. In reality, many students are still struggling to write academically in proper way, especially in undergraduate level since they are novices to academic writing practices. As a result, writing anxiety hinders the process of academic writing that affects the quality as well as perception of writing among students. Thus, the present study aims to investigate five EFL undergraduate students' perspectives on their academic writing practices in relation to the challenges of writing anxiety. The study was conducted through the lens of qualitative case study. Two primary data sources were collected and triangulated, i.e., semi-structured interview, and document analysis. Participants' experiences in dealing with anxiety during the learning and writing process were inquired through a semi-structured individual interview, which subsequent responses are clarified through an analysis of learners' academic essays to cross-check the whole data. The findings showed that the least anxious learner showed better writing performance then those who showed higher levels of anxiety. While the most prominent aspects that learners felt anxious about were lack of English writing practices, poor understanding of grammar rules, insufficient vocabulary, and fear of negative evaluation.

show abstract

“…Among miscellaneous problems, limited time still exists as a paramount obstacle for them to writing practices (Pujianto, Emilia & Ihrom, 2014, Turmudi, 2017. Badrasawi, Zubairi and Idrus (2016) maintained that writing apprehension contributes negatively to students' writing performances, notably in ESL context. Another problem generates from the language transfer from their L2 (Bahasa Indonesia) to the target language (English) while they write in foreign language context (Tandiana, et.…”

Section: Pjee -------------------------------------------------------mentioning

confidence: 99%

Storybird-Based Narrative Writing Activities among Indonesian EFL Learners: Focusing on Contributions

Abdullah

Tandiana

Amelia

2020

PJEE

View full text Add to dashboard Cite

The advancement of Information, Communication and Technology (ICT) has significantly affected English language teaching, such as the utilization of miscellaneous applications, social media and other digital platforms facilitating the learners to invigorate their language skills, notably L2/FL writing context. However, insufficient attention has been addressed to the contributions of employing storybird to the learnersâ€™ narrative writing activities. To fill this void, this study aimed at delineating the contributions of employing storybird to the Indonesian EFL learnersâ€™ narrative writing activities. Three Indonesian junior high school learners participated as research participants. The data were gathered through semi-structured interview and analyzed with Thematic Analysis (Braun & Clarke, 2006). The findings designated that storybird (1) generated ideas for writing a story (2) facilitated to construct generic structure of English narrative texts (3) considered lexicogrammatical features of English narrative texts (4) produced English narrative texts joyfully and (5) wrote English narrative texts actively. Given these facts, storybird enables the learners to think creatively, provides them enjoyable learning experiences, brings their abstract thoughts to real life and guide them to communicate and collaborate effectively. Â

show abstract

Exploring the Relationship between Writing Apprehension and Writing Performance: A Qualitative Study

Cited by 16 publications

References 12 publications

Cycle of Writing Prophecy: Exploring Beliefs and Fear in Academic Writing

Cycle of Writing Prophecy: Exploring Beliefs and Fear in Academic Writing

Writing Anxiety in Academic Writing Practice

Storybird-Based Narrative Writing Activities among Indonesian EFL Learners: Focusing on Contributions

Contact Info

Product

Resources

About