Modelling the Role of L2 Writing Anxiety in Graph-based Composing Performance and Strategy Use

Abolhasani, Hamideh; Golparvar, Seyyed Ehsan; Robatjazi, Mohammad Ali

doi:10.1007/s10936-022-09858-8

Cited by 8 publications

(11 citation statements)

References 49 publications

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“…When writers experience psychological anxiety, their attention to writing is distracted, and the quality of their writing decreases dramatically. Since then, this concept has attracted the attention of many scholars, and these studies cover the conceptual deepening and scale development of writing anxiety ( Cheng, 2004 ), the current situation of foreign language writing anxiety among students in different countries, their coping strategies for writing anxiety ( Salam and Al Dyiar, 2014 ; Torres et al, 2020 ; Qadir et al, 2021 ; Abolhasani et al, 2022 ), and the consequences of writing anxiety ( Zhu, 2021 ). In this study, we no longer distinguishes between psychological anxiety and writing anxiety, but rather in the form of psychological anxiety throughout the text.…”

Section: Literature Reviewmentioning

confidence: 99%

Research on correlation between English writing self-efficacy and psychological anxiety of college students

Bai

2022

Front. Psychol.

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English writing is not only a cognitive process for college students, it is also influenced by factors related to the emotional or psychological level. With the continuous improvement of the quality of university education cultivation, the pressure faced by college students has increased significantly, which has also given rise to general anxiety among college student groups. In order to investigate the correlation between college students’ English writing self-efficacy and English writing psychological anxiety, we conducted a questionnaire survey on 595 current college students who were not majoring in English at a university in China, and used SPSS 25.0 software to make an empirical analysis of the collected data. The results showed that college students’ English writing self-efficacy was at a moderate level, and they lacked self-confidence in their English writing skills and tended to complete writing tasks; college students generally had a moderate level of psychological anxiety in English writing, among which avoidance behavior was the most significant; college students’ English writing self-efficacy was significantly negatively related to English writing psychological anxiety. English writing self-efficacy can reduce psychological anxiety level by enhancing college students’ English writing motivation. Therefore, we suggest that we should set up English writing courses based on the process teaching method, change college students’ English writing psychology in teaching, set reasonable writing goals, mobilize their enthusiasm and motivation in English writing, reduce college students’ writing anxiety, and enhance their self-confidence in English writing.

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Section: Literature Reviewmentioning

confidence: 99%

Research on correlation between English writing self-efficacy and psychological anxiety of college students

Bai

2022

Front. Psychol.

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“…L2 writing anxiety has been found to be significantly related to L2 writing performance ( Cheng, 2002 ; Tahmouresi and Papi, 2021 ; Abolhasani et al, 2022 ). Consisting of three dimensions of cognitive anxiety, somatic anxiety and avoidance behavior, it refers to “a relatively stable anxiety disposition associated with writing, which involves a variety of dysfunctional thoughts, increased physiological arousal, and maladaptive behaviors” ( Cheng, 2004 , p.319).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A large body of studies have found that L2 writing anxiety was negatively related to L2 writing self-efficacy (e.g., Pajares, 2003 ; Woodrow, 2011 ; Piniel and Csizér, 2013 ; Kırmızı and Kırmızı, 2015 ; Abolhasani et al, 2022 ). For example, a high level of writing anxiety may result in a decrease in writing self-efficacy (e.g., Kırmızı and Kırmızı, 2015 ), and students with a higher level writing self-efficacy experience a lower level of writing anxiety and have fewer writing avoidance behaviors (e.g., Pajares, 2003 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…L2 writing anxiety is closely related to the use of L2 writing self-regulated strategies. Many studies demonstrated that students with low L2 writing anxiety could use more L2 writing self-regulated strategies (e.g., Asmari, 2013 ; Machida and Dalsky, 2014 ; Abolhasani et al, 2022 ; Bailey and Almusharraf, 2022 ). For example, Machida and Dalsky (2014) found that L2 writing strategies could help less anxious students more than those more anxious students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Previous studies on how L2 writing anxiety and L2 writing self-efficacy interact with each other were mostly focused on university students (e.g., Pajares, 2003 ; Woodrow, 2011 ; Kırmızı and Kırmızı, 2015 ; Abolhasani et al, 2022 ). Few studies have examined the interactions among L2 writing anxiety, L2 writing self-efficacy and L2 writing self-regulated strategies, and their influences on L2 writing engagement in the Chinese context, particularly in Chinese high schools.…”

Section: Introductionmentioning

confidence: 99%

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Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator

Zhou

Wang

2022

Front. Psychol.

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This study used a structural equation modeling approach to investigate the relationships among L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies and L2 writing engagement, and possible mediators that regulate the effect of individual factors. A questionnaire was administered to 340 Chinese high school students from different parts of the country. The results of the study suggested a negative relationship between L2 writing anxiety and L2 writing self-efficacy, and a direct effect of both on L2 writing engagement. While a higher level of L2 writing self-efficacy indicated a lower level of L2 writing anxiety and more students’ L2 writing engagement, L2 writing efficacy had a much stronger direct effect on L2 writing engagement than L2 writing anxiety. In addition, L2 writing self-regulated strategies were found to play a mediating role between L2 writing self-efficacy and L2 writing engagement, but not between L2 writing anxiety and L2 writing engagement. This study helps to understand the interplay of individual factors related to L2 writing and sheds light on promoting English writing abilities of Chinese high school students.

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Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach

Fan,

Wang

2024

Sci Rep

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Previous research has indicated that writing performance of foreign/second language (L2) learners is influenced by their utilization of self-regulated writing strategies. Yet, the relationship between various self-regulated strategies and individual characteristics, such as writing anxiety and perceived writing difficulty, has not been sufficiently examined. To bridge this gap, this study classified self-regulated writing strategies into four distinct types: cognitive, metacognitive, social behavioral, and motivational. These types were combined with L2 learners’ writing anxiety and writing difficulty to form conceptual models to predict high or low writing performance. Fuzzy-set qualitative comparative analysis (fsQCA) was used to gain a detailed understanding of the causal intricacies of writing performance. Data was collected from a sample of 94 students attending a university in eastern China. fsQCA revealed a variety of configurations associated with EFL writing performance, with six of them leading to high performance and four to low performance. These configurations highlight the complex causal relationship between students’ use of self-regulated writing strategies and their writing performance, while considering their writing anxiety and perceived writing difficulty. The study provided theoretical and practical implications for L2 teachers and educators who wish to enhance L2 learners’ writing performance.

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Modelling the Role of L2 Writing Anxiety in Graph-based Composing Performance and Strategy Use

Cited by 8 publications

References 49 publications

Research on correlation between English writing self-efficacy and psychological anxiety of college students

Research on correlation between English writing self-efficacy and psychological anxiety of college students

Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator

Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach

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