Four-Factor Analysis of L2 Writers’ Emotional Experiences in the Various Stages of Research Writing in English

Abstract

students often result in lower grades compared to learners who had more positive emotions (Gumora & Arsenio, 2002). Studies on Emotions in Teaching and Learning Writing at the College Level Pasubillo (2016) identified reasons that make writing, in particular, a difficult skill for L2 students. First, writing requires learners be familiar with the rudiments of a grammar structure which is different from his/her first language. Second, some learners feel that writing is boring. Lastly, when learners engage in a writing task, they often spend more time agonizing over if what they have written makes sense or not, and if their teacher would accept their writing or subject it to criticism. It seems that L2 writing in the college/tertiary level poses many problems to learners. For instance, many college students are anxious about library research (Mellon, 1986) because the activity is something new to them (Daly & Wilson, 1983). College learners also consider research writing as demanding (Rose, 1980) because of the compulsory nature of the activity (Powers, Cook, & Meyer, 1979). Research question: What are the learners' emotional experiences while writing research in English? Method Participants The item generation part of the study involved 70 undergraduate university students. The validation part of the study had a total of 409 undergraduate university students, 199 (48.66%) were females, 184 (44.99%) males, and 26 (6.35%) did not disclose their gender. All of them were enrolled in a research writing English class at the time of data collection. Their ages ranged from 16 to 21 years (M = 17.93, SD = 1.01). Measure The Emotional Experiences in Research Writing scale was comprised of 39 statements describing college learners' emotional experiences related to their research writing class activities. The learners responded to each statement on a 6-point likert scale from 1 = Not at all true of me, to 6 = Very true of me. The factor structure of the scale is presented in the results section of this paper.

The Pedagogy of Multiliteracy and Multimodality through Memes

“…Providing classroom activities and space for this skill has been evident in the current curriculum. In particular, introducing students to logical fallacies through classroom activities emphasizes how they can apply critical thinking in various contexts inside and outside of the classroom (Mante-Estacio et al, 2019;.…”