Instructor misbehaviors as predictors of students’ writing apprehension

Kelly, Stephanie; Violanti, Michelle T.; Denton, Emily; Berry, Ian

doi:10.1080/01463373.2022.2077123

Cited by 6 publications

(14 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, the number of prior writing courses does not explain the difference of burnout risk. This implies that the way international students perceive their writing process might be influenced by both previous writing experiences and the current learning environment (Kelly et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…International students have been found to face challenges in their writing processes (Küçüksüleymanoğlu, 2021; Phakiti and Li, 2011; Özoğlu et al, 2015). Among non-international students, writing apprehension and anxiety have proven to be related to the complexity and difficulty of writing and the stress of assessment (Bayat, 2014; Kelly et al, 2022). Thus, the difficulties encountered by international students in their writing processes are assumed to be partly related to their risk of burnout.…”

Section: Introductionmentioning

confidence: 99%

“…Students may feel anxiety and apprehension during or even before writing if they perceive difficulties or the risk of failure, even though they might possess the required writing skills (Bayat, 2014; Kelly et al, 2022; Phakiti and Li, 2011). Such writing apprehension emerges particularly among students who regard writing as an innate ability, for they are more likely to underestimate their writing skills (Palmquist and Young, 1992; Sanders-Reio et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Meanwhile, students with a lower GPA suffer from a higher risk of burnout (Asikainen et al, 2019; Hyytinen et al, 2022). Furthermore, poor lecturing, such as boring or disorganised delivery of course material, creates a tendency among students to avoid writing, which then becomes another source of burnout (Kelly et al, 2022). Based on these studies, writing conceptions are assumed to be related to study-related burnout, and the present study examines their relationship.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

International students’ burnout and self-efficacy profiles and their relation to writing conceptions

Yin,

Parpala,

Toom

2024

Research in Comparative and International Education

View full text Add to dashboard Cite

International students are at risk of burnout during their studies and face challenges in their writing. This study explores the burnout and self-efficacy profiles of international students and how these profiles differ in writing conceptions. Participants were 162 international students at a research-intensive Finnish university. They completed the HowULearn Questionnaire and the Writing Process Questionnaire. Latent profile analysis identified three profiles combining students’ burnout and self-efficacy: high burned-out students (16.0%), moderate burned-out students (45.1%), and low burned-out students with high self-efficacy (38.9%). The profile membership was not significantly related to students’ demographic, linguistic, or writing-related characteristics. The results showed that the combination of a lower level of study-related burnout and relatively higher self-efficacy led to fewer blocks, less procrastination and perfectionism, and more positive conceptions of knowledge transforming and productivity in writing. Overall, the study indicated that study-related burnout and self-efficacy contributes to understanding international students’ writing processes.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

International students’ burnout and self-efficacy profiles and their relation to writing conceptions

Yin,

Parpala,

Toom

2024

Research in Comparative and International Education

View full text Add to dashboard Cite

show abstract

“…Proficiency in English enables individuals to access a vast amount of knowledge, resources, and opportunities for higher education, research, and career advancement. It is asserted to be essential for one's intellectual growth and readiness for employment (Asmari, 2013;Kelly et al, 2022;Waer, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Role of English Speaking- Skills in Career Progression: A Case Study among Sudanese Undergraduate EFL Students

Rana,

Shaikh

2024

WJEL

View full text Add to dashboard Cite

The present study is to shed light on the nature and extent of the impact of English language proficiency on career advancement across a range of professional contexts by compiling and critically analyzing scientific research on the subject. The research shows on the connections between language proficiency, professional mobility, and socioeconomic circumstances by drawing on the ideas of linguistic capital, socio-linguistic adaptation, and globalized labour markets. Moreover, the English language has a significant influence on our workplaces and businesses. Regardless of differences in geography, society, politics, or religion, English has emerged as the dominant language in the global business community. Fieldwork was carried out at Vignan's Foundation for Science, Technology & Research, Andhra Pradesh. For this, Sudanese graduating EFL students were chosen from various courses of the institute.The findings show a significant relationship between job success and English language competency, particularly in fields where English is the predominant language of exchange. The extent of this advantage, however, it varies depending on the industry, the cultural setting, and the specific organizational policies. The findings highlight the importance of English education and training in workforce development plans, particularly in locations with a low native English-speaking population. Businesses may benefit from investing in language training as a means of retaining and developing talent. Policymakers may take these findings into account when creating educational curriculum and social interventions to address linguistic gaps on a larger scale. The investigation reveals a favorable correlation between professional advancement and proficiency in the English language.

show abstract