L2 Writing Anxiety, Writing Self-efficacy and Writing Motivatio

Soleimani, Habib; Hamasaid, Hameed H.; Saheb, Beway Mahmood

doi:10.14500/kujhss.v3n1y2020.pp156-165

Cited by 8 publications

(6 citation statements)

References 16 publications

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“…Meanwhile, L2 writing anxiety had a significant negative impact on Flesch-Kincaid Grade Level as the indicator of L2 writing readability. The results further confirmed the negative influence of L2 writing anxiety on L2 writing performances in previous studies ( Guo and Qin, 2010 ; Asmari, 2013 ; Li et al, 2013 ; Sarkhoush, 2013 ; Guo, 2018 ; Sabti et al, 2019 ; Saedpanah and Mahmoodi, 2020 ; Soleimani et al, 2020 ). Furthermore, this study contributed to enriching the system of L2 writing evaluation and discussed the relationship between L2 writing anxiety and the inherent characteristics of L2 writing texts.…”

Section: Discussionsupporting

confidence: 89%

“…Past studies have empirically demonstrated and reached a consensus on the negative correlation between L2 writing anxiety and L2 writing performance ( Guo and Qin, 2010 ; Asmari, 2013 ; Li et al, 2013 ; Sarkhoush, 2013 ; Guo, 2018 ; Zabihi, 2018 ; Sabti et al, 2019 ; Saedpanah and Mahmoodi, 2020 ; Soleimani et al, 2020 ). However, apart from Zabihi’s (2018) study which examined the complexity, accuracy and fluency features of L2 texts, most research focused on the observation of overall L2 writing performance.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Impact of Academic Procrastination on Second Language Writing: The Mediating Role of L2 Writing Anxiety

Zhang

2022

Front. Psychol.

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Recently, there has been a surge of interest in the exploration of psychological properties in a second language context. Considerable literature has grown up around the influence of these psychological properties on L2 writing specifically. However, the impact of academic procrastination, which is an important psychological property, has been understudied and it remains unclear how affective factors in L2 might play a role in the above potential influence on L2 writing. Therefore, the current study explored the impact of academic procrastination on L2 writing and examined the mediating role of L2 writing anxiety, by adopting text readability as an innovative approach to assessing L2 writing performance. Participants were 55 Chinese speakers of L2 English. By utilizing the collected questionnaire data and the readability indicators of the L2 writing task, the current research conducted correlation analysis, regression analysis, and structural equation modeling analysis. The results revealed that academic procrastination had a significant negative impact on the readability indicator of Flesch-Kincaid Grade Level in L2 writing. L2 writing anxiety played a complete mediating role in the impact. Academic procrastination can significantly affect Flesch-Kincaid Grade Level of L2 writing indirectly through L2 writing anxiety. Pedagogical implications and future studies were discussed.

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Section: Discussionsupporting

confidence: 89%

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Academic Procrastination on Second Language Writing: The Mediating Role of L2 Writing Anxiety

Zhang

2022

Front. Psychol.

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“…An abundance of research has reached a consensus indicating a negative correlation between FL learning and FL anxiety (i.e., Hewitt & Stephenson, 2012; Kalsoom et al, 2020; Soleimani et al, 2020). Serraj and Noordin (2013) carried out a bivariate correlation analysis to investigate the relationships among listening comprehension, foreign language speaking anxiety, and foreign language listening anxiety among a group of 210 Iranian EFL students.…”

Section: Literature Reviewmentioning

confidence: 99%

Students Know Best: Modeling the Influence of Self-Reported Proficiency, TOEIC Scores, Gender, and Study Experience on Foreign Language Anxiety

Almusharraf

Bailey

2023

Sage Open

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Understanding how second language proficiency and other key learner characteristics relate to language learning anxiety subcomponents can help inform the type and quantity of content instructors approach foreign language (FL) students with when teaching English. This study seeks to understand how FL proficiency (i.e., TOEIC reading, TOEIC listening, and self-reported), FL study experience, and gender influence levels of foreign language classroom anxiety and second language writing anxiety. To accomplish the research goals, 245 students completed a questionnaire measuring foreign language classroom anxiety and second language writing anxiety. Three hierarchical linear regressions were used to test the study’s models, and structural equation modeling was used to confirm and illustrate the observed relationships. Overall, self-reported FL proficiency was a stronger predictor of anxiety than actual FL proficiency. Findings further indicate that FL listening and self-reported proficiency significantly negatively correlate with FL speaking anxiety but not writing anxiety. Only FL reading proficiency significantly influenced FL writing anxiety; however, this relationship disappeared when self-reported FL proficiency was added to the model. Further, differences in how FL proficiency influences FL anxiety when controlling for years of experience studying EFL and gender are discussed. Recommendations on how instructors can approach language instruction to assist highly anxious students in the EFL context are also discussed.

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“…Firstly, Aytaç-Demirçivi (2020) investigated students' writing achievement and writing self-efficacy and these influence their writing anxiety level. Secondly, Soleimani, Hamasaid and Saheb (2020) explored the predictability of global L2 writing performance by probing the affective and linguistic variable of L2 writing anxiety, writing self-efficacy, and writing motivation. The results from their study indicate that writing self-efficacy and writing motivation has a positive and significant relationship with global L2 writing performance while L2 writing anxiety was a different variable from them, indicating a significant but negative correlation with L2 writing performance.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Relationship between Writing Anxiety and the Pedagogical Use of Online Learning Medium among Malaysian University Students

Kamaruddin¹,

Daneil²,

Eng³

2021

IJARBSS

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According to United Nations in 2020, the pandemic of COVID-19 has caused the largest disruption of education systems in history. The sudden transition from traditional classroom to online classroom has caused many students to become anxious with their learning especially when they have to learn writing skills through several online mediums such as instant messenger (e. g. Whatsapp and Telegram), social media (e. g. Facebook, Instagram, Twitter and YouTube), live meeting session (e. g. Google Hangouts Meet, Zoom and Cisco Webex) and education tools (e. g. Google Classroom, Padlet and Kahoot). To address this issue, this qualitative study explored the reported experience of nine students from Diploma of Banking Studies who are taking the writing course through an online medium, namely Telegram. The students are prompted with a list of interview questions focusing on writing anxiety. Their responses were analysed, and two major themes were generated. The results revealed that the participants in this study described external and internal reasons as the causal factors to their writing anxiety. The internal reasons can be classified further into somatic anxiety, cognitive anxiety, and avoidance behaviour. The participants suggested a few major coping strategies to overcome their writing anxiety such as taking a deep breath, taking some time off from writing task, getting some entertainment and practising relaxation.

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L2 Writing Anxiety, Writing Self-efficacy and Writing Motivatio

Cited by 8 publications

References 16 publications

The Impact of Academic Procrastination on Second Language Writing: The Mediating Role of L2 Writing Anxiety

The Impact of Academic Procrastination on Second Language Writing: The Mediating Role of L2 Writing Anxiety

Students Know Best: Modeling the Influence of Self-Reported Proficiency, TOEIC Scores, Gender, and Study Experience on Foreign Language Anxiety

Exploring the Relationship between Writing Anxiety and the Pedagogical Use of Online Learning Medium among Malaysian University Students

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