The relationship between writing anxiety, writing selfefficacy, and Spanish EFL students’ use of metacognitive writing strategies: a case study

Blasco, J.A.

doi:10.18172/jes.3069

Cited by 26 publications

(38 citation statements)

References 42 publications

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“…All this was supported by some studies that mentioned some characteristics of self-believers (e.g. Jones, 2008;Williams andTakaku, 2011 &Blasco, 2016). Among these characteristics are goal setting and determination in spite of difficulties.…”

Section: Self-regulationmentioning

confidence: 73%

“…Confidence: It refers to the learner's beliefs about himself as a writer and how well he/she can organize and execute writing tasks, as well as an evaluation of his/her ability to do what it takes to accomplish a task at a particular level of quality, achieve ٣٥٠          positive outcomes and pursue goals with vigor (Abd Alhaq et al, 2014;Bandura, 1997) Stamina: refers to the learner's beliefs about his ability to invest a high level of effort in what he/she does and heighten his/her effort in the face of difficulties, in addition to approaching difficult writing tasks as challenges to be mastered rather than as threats to be avoided, showing a high level of commitment towards the writing task and persisting on relevant tasks even when he/she does not enjoy them (Bandura 1997;Blasco, 2016;Jones, 2008).…”

Section: Definition Of Termsmentioning

confidence: 99%

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Building up a University Students' Writing Self-Efficacy Scale

Zaid¹,

Elsami

Hanna

2019

مجلة جامعة الفیوم للعلوم التربویة والنفسیة

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This study aimed at developing a valid and reliable scale to determine students' levels of writing self-efficacy. The sample consisted of (208) students from Faculty of Education, Fayoum University. Experts in the field of curriculum and EFL instruction were consulted to establish content validity of the items included in the scale. In addition, a KMO (Kaiser-Meyer-Olkin) sample adequacy test was carried out in the data analysis phase; Bartlett's test was applied to specify the level of factorability for the scale; a principal components factor analysis was carried out for the items in the scale. The total correlation of the items was determined; and correlation measurements between subtitles and total points of the scale were also performed. Also, the Cronbach's Alpha coefficient test was applied to determine the scale reliability. To specify the internal consistency and reliability of the scale, the alpha test focused on ٣٤٤          subtitles, in particular. At the conclusion of these analyses, the results indicated that the writing self-efficacy scale was accepted as a valid and reliable measurement tool.

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Section: Self-regulationmentioning

confidence: 73%

Section: Definition Of Termsmentioning

confidence: 99%

Building up a University Students' Writing Self-Efficacy Scale

Zaid¹,

Elsami

Hanna

2019

مجلة جامعة الفیوم للعلوم التربویة والنفسیة

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“…As writing anxiety does not describe psychological attributes, students are likely to experience the anxiety in particular contexts caused by their negative or difficult experiences with writing (Al-Sawalha & Chow, 2012; Hjortshoj, 2001). It is a common fact that writing in foreign language is perceived as a difficult task among EFL students (Blasco, 2016;Cheng, 2002;Daud, Daud, & Kassim, 2005;Kurt & Attay, 2007;Latiff, 2007). However, some problems experienced by EFL students in writing are related to their distinctive English language competence that is greatly influenced by their competence in their own native language (Silva, 1993).…”

Section: Introductionmentioning

confidence: 99%

Analysis on the Sources of L2 Writing Anxiety*

Yu¹

2020

Proceedings of the 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020)

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L2 writing anxiety is a prevalent phenomenon. Second language writing anxiety is an important factor affecting the improvement of second language writing. This paper analyzes the two main sources that induce writing anxiety of L2 learners: students with writing anxiety generally have difficulty in expressing themselves in writing and have no writing habits; they lack self-confidence and have trouble in organizing and arranging ideas for content development. It is important for teachers to concern second language writing anxiety and realize its role in second language writing so that they can effectively adopt positive strategies to help students reduce their writing anxiety.

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“…The low writing motivation is sourced from low writing self-efficacy, low self-regulation, and high writing anxiety (Payne, 2012). In short, writing anxiety is among the affective factors that interrupts or prevents writing process (Blasco, 2016). The unwillingness to write and the existence of disproven statements such as "writers are born not made" and "good writers are creative and inspiring" fuel up the writing anxiety and have an adverse effect on writing skills (Shunk, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…The unwillingness to write and the existence of disproven statements such as "writers are born not made" and "good writers are creative and inspiring" fuel up the writing anxiety and have an adverse effect on writing skills (Shunk, 2009). As an affective factor, writing anxiety creates stress and worry for students and causes them to avoid or give up writing (Katrancı, 2015;Blasco, 2016). The researchers mostly mentioned the adversities brought by the anxiety.…”

Section: Introductionmentioning

confidence: 99%

The Relationships Among Writing Skills, Writing Anxiety and Metacognitive Awareness

Balta¹

2018

JEL

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The purpose of this study was to investigate the relationships among students’ argumentative text writing skills, writing anxiety, and metacognitive awareness. The participants were composed of 375 8th graders in six middle schools in Sivas. Metacognitive Awareness Inventory (B Form) which was adapted in to Turkish by Karakelle & Saraç (2007) and Writing Anxiety Scale which was developed by Yaman (2010) were used to collect data. The argumentative texts that were gathered from the students were evaluated using the Argumentative Essay Rubric, which was developed within the scope of this study. Descriptive statistics were calculated, Spearman Correlation Analysis, and Kruskal-Wallis Test were applied for analyzing the data. The analyses revealed that the students’ argumentative text writing skills were inadequate. It was also determined that students with low writing anxiety were more successful in writing argumentative texts when compared with their counterparts with middle and high anxiety levels. Moreover, slight and positive relationship between argumentative text writing skills and metacognitive awareness, and a significant relationship between writing anxiety and metacognitive awareness were determined. As a result of the study, it can be stated that decreasing students’ writing anxiety and increasing their metacognitive awareness will have a positive effect on their argumentative text writing skills.

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The relationship between writing anxiety, writing selfefficacy, and Spanish EFL students’ use of metacognitive writing strategies: a case study

Abstract: ABSTRACT. The composing process of a written text is one of the most 'Neil and Abedi 1996;Cheng 2004;Jones 2008;Stewart et al. 2015;Ho 2016) Palabras clave: Escritura, educación secundaria, estudiantes de inglés como lengua extranjera, metacognición, ansiedad, autoeficacia.

Cited by 26 publications

References 42 publications

Building up a University Students' Writing Self-Efficacy Scale

Building up a University Students' Writing Self-Efficacy Scale

Analysis on the Sources of L2 Writing Anxiety*

The Relationships Among Writing Skills, Writing Anxiety and Metacognitive Awareness

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