The Relationship Between Writing Anxiety and Writing Self-Efficacy of Students Learning Turkish as a Foreign Language (original) (raw)
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Cypriot Journal of Educational Sciences, 2021
The purpose of this correlational study was to explore the relationship between writing anxiety and writing self-efficacy levels of international students learning Turkish as a second language. Data were collected from a convenience sample of 204 international students through "Writing Anxiety Scale for Learners of Turkish as a Foreign Language Scale", "Writing Self-Efficacy Scale for Students Learning Turkish as a Foreign Language" and a personal information form. In the analyses of the data, descriptive statistics, Mann-Whitney U test, Kruskal-Wallis-H test, Spearman's Rank-Difference Coefficients of Correlation were used. In this study, international students were found to have medium levels of writing anxiety and high levels of writing self-efficacy. Analyses indicated that male students had higher levels of action-oriented writing anxiety than female students. It was also found that doctoral students had higher levels of action-oriented writing anxiety than undergraduate students. Lastly, it was determined that there was a low and positive correlation between international students' writing self-efficacy and action-oriented writing anxiety.
Anxiety and Self-efficacy in Foreign Language Writing: The Case in Turkey
Başkent University Journal of Education, 2014
This study investigates two affective factors, anxiety and self-efficacy, in foreign language writing in an EFL context. The participants included 240 students from eight universities in Turkey. Both qualitative and quantitative research methods were utilized to examine the anxiety and self efficacy levels of participants. According to the findings, participants demonstrated a moderate level of foreign language writing anxiety and self-efficacy. Besides, these two phenomena were found to be negatively correlated in a moderate level. The qualitative data revealed that lack of vocabulary knowledge, inability to generate and organize ideas, fear of negative evaluation and topic unfamiliarity were the major sources of foreign language writing anxiety. It was also found that linguistic knowledge, writing competence and teachers are the determining factors on foreign language writing self-efficacy level of students.
JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES, 2021
The main purpose of this study is to examine the effect of the planned writing model on the writing anxiety, selfefficacy and Turkish course achievement of those learning Turkish as a foreign language. For this purpose, a 6week planned writing model was applied in the research. The study group of the research consisted of 32 students studying at a public university in Ankara and taking a B2 level Turkish education course for foreigners. The data of the study were collected through the "Writing Anxiety Scale for Those Learning Turkish as a Foreign Language" developed by Şen and Boylu (2017) and the "Writing Skill Self-Efficacy Scale for Foreigners Learning Turkish as a Second Language" developed by Büyükikiz (2012). According to the findings, there was a significant difference in writing anxiety and writing skills self-efficacy scores by gender variable, while no difference was found by regular reading in native language. In addition, it was observed that the planned writing model had a positive effect on students' writing anxiety, writing skills self-efficacy and level achievement in favour of the post-test.
International Journal of Higher Education, 2015
The present study aimed at investigating higher education L2 learners in a Turkish context in terms of writing self-efficacy, writing anxiety, and the causes of writing anxiety. The data have been collected through the Second Language Writing Anxiety Inventory (SLWAI), developed by Cheng, (2004), and Causes of Writing Anxiety Inventory (CWAI), and Writing Efficacy Scale (WES), developed by Yavuz-Erkan (2004). The participants of the study are 172 English Language and Literature students enrolled in a Turkish state university. Descriptive, variance and correlation analyses were conducted in order to analyze the data. The results indicate that the participants have a moderate level of writing self-efficacy in terms of content, accuracy, design and unity sub-components of writing self-efficacy and have a high level of efficacy in punctuation. In relation to writing anxiety, the participants were found to have a moderate level of writing anxiety. The results of the study suggest that male students have higher levels of writing self-efficacy and they suffer less from writing anxiety. The study also indicated that the major causes of writing anxiety on the part of Turkish L2 learners were time pressure and negative evaluation of the teacher. Finally, correlation analysis indicated that there is a strong negative correlation between writing self-efficacy and writing anxiety.
Development of the Writing Exam Anxiety Scale for Students Learning Turkish as a Foreign Language
2021
It is important to improve the literacy skills of students who learn Turkish as a foreign language. Especially the development of writing skills has a vital role in gaining literacy skills. Therefore, the aim of this study is to develop a scale that can measure the writing anxiety of students who learn Turkish as a foreign language. For this purpose, firstly the literature was reviewed. As a result of the review, a pool of 43 items was created. After examining the expert and student opinions, a trial scale with 41 items was generated and administered to the students. The participants consisted of the students studying at İnönü University in the spring semester of 2019 at B2 and C1 levels. SPSS 20 program was used to examine the validity and reliability of the scale, which was applied to 189 students on a voluntary basis. As a result of the tests, a scale consisting of 18 items and 3 factors (writing self-efficacy, cognitive and environmental factors) was created with the removal of items that reduce internal consistency and have co-loading. The overall reliability (alpha = 0.904) of the scale created as a result of the test was found to be very high. According to the alpha and explained variance values related to its reliability, it was concluded that the scale is a valid and reliable test to measure the writing anxiety of students who learn Turkish as a foreign language.
2015
The present study aimed at investigating higher education L2 learners in a Turkish context in terms of writing self-efficacy, writing anxiety, and the causes of writing anxiety. The data have been collected through the Second Language Writing Anxiety Inventory (SLWAI), developed by Cheng, (2004), and Causes of Writing Anxiety Inventory (CWAI), and Writing Efficacy Scale (WES), developed by Yavuz-Erkan (2004). The participants of the study are 172 English Language and Literature students enrolled in a Turkish state university. Descriptive, variance and correlation analyses were conducted in order to analyze the data. The results indicate that the participants have a moderate level of writing self-efficacy in terms of content, accuracy, design and unity sub-components of writing self-efficacy and have a high level of efficacy in punctuation. In relation to writing anxiety, the participants were found to have a moderate level of writing anxiety. The results of the study suggest that ma...
This study investigates two affective factors, anxiety and self-efficacy, in foreign language writing in an EFL context. The participants included 240 students from eight universities in Turkey. Both qualitative and quantitative research methods were utilized to examine the anxiety and self efficacy levels of participants. According to the findings, participants demonstrated a moderate level of foreign language writing anxiety and self-efficacy. Besides, these two phenomena were found to be negatively correlated in a moderate level. The qualitative data revealed that lack of vocabulary knowledge, inability to generate and organize ideas, fear of negative evaluation and topic unfamiliarity were the major sources of foreign language writing anxiety. It was also found that linguistic knowledge, writing competence and teachers are the determining factors on foreign language writing self-efficacy level of students.
The present study aimed to develop a scale to measure the writing self-efficacy of non-native students of Turkish origin (Uzbek, Kazak etc.) who come from abroad to Turkey for education. Firstly, the distinctiveness of each item in the item pool was examined in the data analysis. Exploratory and confirmatory factor analyses were used in the second phase of the data analysis. As a result of the analysis, a scale with 2 factors and 17 items was obtained. These two factors explain 58.45% of the variance. The factor loads of the items vary between .479 - .867. Consistency index values obtained as a result of CFA were found to be GFI=0,90, AGFI=0,86, CFI=0,99; NFI= 0,97, RMSEA=0,049 and SRMR=0.041; (X2=158.07, df=114, p<.01); and the X2 / df ratio was found to be 158.07/114=1.39. The Cronbach alpha reliability coefficient of the scale was calculated as 0.81 and 0.93 for sub-scales and 0.94 for the entire scale.
Exploring Turkish EFL Students' Writing Anxiety
The Reading Matrix : an International Online Journal, 2018
This study specifically focuses on foreign language writing anxiety in an English as a Foreign Language (EFL) context in Turkey. The participants of the study are 126 prospective teachers of English attending an ELT department of a state university in Turkey. The aim of the study is to find out the levels and types of foreign language writing anxiety and to determine whether there exists statistically significant differences between freshman and senior students in terms of levels and types of anxiety. The results of the study reveal that 60% (n: 76) of the participants have moderate anxiety about writing in English. The results also indicate that there is a statistically significant difference between the two groups in terms of anxiety levels in general and somatic anxiety levels in particular. However, no statistically significant difference has been found between the two groups with regard to avoidance behavior and cognitive anxiety. The findings from the quantitative data have al...
Self-efficacy perception is among the titles education researches have recently a ttached great importance to. Writing skill that is taught through a programmed education process among the basic language skills is a skill that can be improved through lots of variables. It is believed that self-efficacy perception also influences writing skill as is the case with many skills of education process. In this study, efforts were exer ted to establish correlation between self-efficacy perception and writing skill level of students with Turkish ancestry and foreign students based on various variables. Results achieved indicate that there is a correlation, partial tough, between selfefficacy perception and writing skills of the foreign students learning Turkish.