Investigating Writing Strategies, Writing Anxiety and Their Effects on Writing Achievement : A Mixed Method Design

Alleviating EFL Students' Writing Anxiety : Focusing on Indonesian University Teachers' Strategies

“…Furthermore, other previous studies have suggested that writing anxiety is significantly correlated with students' writing performance. In other words, learners with higher levels of anxiety have low performance compared to students with lower anxiety (Erkan & Saban, 2011;Gibriel, 2019;Latif, 2015). In this regard, teachers are responsible for understanding students' anxiety in language learning (Zhang, 2011).…”

Motivational Regulation for Learning English Writing Through Zoom in an English-Medium Instruction Context

“…For example, in their study of EFL learners' uses of motivational regulation strategies in a Chinese EFL course, Teng and colleagues (2020) found that students with higher writing abilities had better mastery and performance in self-communication, increased interest, and emotional control than those with lower writing abilities. Other researchers focused on learners' ability to recognize, regulate, and express emotions in accordance with different learning goals (e.g., Gibriel, 2019;Jang & Rha, 2014). Gibriel (2019), for example, showed that highly anxious L2 learners used different writing strategies in EFL writing classes from the less anxious.…”

“…Other researchers focused on learners' ability to recognize, regulate, and express emotions in accordance with different learning goals (e.g., Gibriel, 2019;Jang & Rha, 2014). Gibriel (2019), for example, showed that highly anxious L2 learners used different writing strategies in EFL writing classes from the less anxious. Failure to use emotional control strategies led to negative attitudes toward L2 writing itself (Jang & Rha, 2014).…”

Crosslinguistic Influence on EFL Students’ Writing : A Contrastive Analysis Study of Interlanguage Errors

“…Grammatical errors have various aspects, such as, use of verb tense, word choice, modality, prepositions, singular/plural forms, fragments, pronouns, transitions and parallel structure (Bennui, 2008;Edrogan, 2005;Liu, 2013;Ridha, 2012;Silva, 1993;Watcharapunyawong & Usaha, 2013;Hammad, 2016,). Lexical errors are attributed to literal translation (Bennui, 2008;Gibriel, 2017Gibriel, , 2019Hammad, 2016;Ridha, 2012) where students tend to use direct translation which causes interlanguage errors, while mechanical errors emerged from the variations between the NL and TL in the process of punctuation, essay structure and spelling. Since the present study is concerned with EFL written texts, these three areas (grammatical, lexical and mechanical) will be examined.…”