Measuring Writing Apprehension in Japan (original) (raw)
Related papers
Writing Apprehension Among English as a Foreign Language Postgraduate Students
SAGE Open
Although many studies have investigated writing apprehension among students of different education levels during the last decades, several of its aspects have remained uninvestigated in different contexts. One of these contexts is North Cyprus. For this reason, this study aimed to measure the level of writing apprehension experienced by English as a foreign language (EFL) postgraduate students at this particular context when writing in English. The study also tried to explain whether variables such as age, gender, academic level, and socioeconomic status were correlated with writing apprehension. To achieve these aims, the researchers adopted Daly and Miller’s questionnaire called Writing Apprehension Test. A total of 37 EFL postgraduate students belonging to different ages, genders, academic levels, and socioeconomic statuses took part in the study. The collected data were analyzed using the SPSS program to reveal whether there was a significant correlation between the aforemention...
The Effects of Writing Apprehension in English Language on Mastering the Writing Skill
مجلة جامعة صبراتة العلمية, 2018
Writing apprehension has been considered as one of the affective factors that has a negative impact on foreign language leaners’ performance in writing. Therefore, this paper aims to investigate how writing apprehension effects Libyan EFL university students’ writing at the Faculty of Education-Janzour. The participants of this study were 36 female students majored in English. They were enrolled in the third semester of the academic year (2014-2015). The data of this study was generated from an adapted version of Daly and Miller’s Writing Apprehension Test (WAT) by Gungle and Taylor (1989). The results revealed that students have been suffering from a high level of writing apprehension. Accordingly, the English writing instructors have been recommended to apply the appropriate methods for eliminating the impact of writing apprehension.
Writing Apprehension in the Writing Class: Indonesian EFL Learners Context
DEIKSIS, 2017
The aims of Writing Apprehension in the Writing Class: Indonesian EFL Learners Context research is to find out the correlation between writing apprehension towards students’ writing skill. The research was located in Universitas Indraprasta PGRI Jakarta. This research was held from August 2015 to January 2016. The method of this research was quantitative approach using survey method. The analysis of the data used Pearson Product Moment Correlation. The population was the students of Unindra who took writing subject that consist of three classes; meanwhile the number of samples was 66 students who were chosen randomly. And the instruments are questionnaire by Cheng (2004) namely <em>The Second Language Writing Anxiety Inventory</em> (SLWAI) and English writing test. The data was analyzed quantitatively by using SPSS 17.0. The research result showed that writing performance was seemingly good with 72 average score; meanwhile, writing apprehension scored 69.98 which indicat...
Factors associated with foreign language writing anxiety
This study investigated the relationships among students' perceptions of their second language (L2) writing anxiety and various learner dgerences and among L2 writing anxiety and other forms of language anxiety. Four language anxiety scales and a background information questionnaire were used to collect data. Regression analysis results indicated that perceived J 2 writing competence predicts L2 writing anxiety better than L2 writing achievement does. Correlation analysis results suggested that L2 writing anxiety is distinct from L1 writing anxiety. ANOVA results demonstrated that female students in this study reported experiencing significantly higher levels of L2 writing anxiety than male students. No significant dgerence in reported anxiety level was found among freshmen, sophomores, and juniors, although L2 writing anxiety appeared to increase linearly with increased time of study. The findings suggest that, for foreign language teachers, fostering students' positive and realistic perception of their writing competence is as important as developing students' writing skills. Furthermore, the results indicate a needfor further research on the development of L2 writing anxiety and the relationship between L1 and L2 writing anxiety.
The Causes of Writing Apprehension through Students’ Perspective
Although studies on the causes of writing apprehension on native learners of English have been done extensively, studies on English as foreign language (EFL) learners are scant. In fact, limited studies have examined writing apprehension experienced by EFL postgraduate learners, in particular written academic discourse. Therefore, the study focused on writing apprehension experienced by Jordanian EFL learners when writing their PhD thesis in Malaysia. The objective of the study was to explore the causes of writing apprehension among Jordanian PhD students at Universiti Utara Malaysia. In this qualitative case study, the researchers interviewed 21 Jordanian PhD students. Four main themes emerged pertaining to causes of writing apprehension which are Lack of knowledge in English structure, Negative attitude toward writing, Negative writing experience in the past, and Inadequate knowledge in academic writing. The study concluded that writing apprehension was a prevalent phenomenon among the students. The study contributes to the body of knowledge on writing apprehension related to the causes of writing apprehension. It highlights internal and external factors which contribute to writing apprehension.
This research investigated writing apprehension among Jordanian postgraduate students studying at University Utara Malaysia (UUM). Jordanian students lack the ability to write in English at schools or universities level in Jordan because they do very little writing in English. This study had three main objectives: (1) to investigate the levels of Writing Apprehension among the Jordanian postgraduate students when writing in English at UUM (2) to investigate the relationship between age and socio economic status with writing apprehension (3) to discover the writing situation that make the Jordanian postgraduate students feel most apprehensive when writing in English (writing a thesis, writing assignments, or writing journals). This study used a survey research design. The sampling of this study consisted of one hundred and three Jordanian postgraduate students at UUM. The instrument used in this study was Writing Apprehension Test (WAT) developed by Daly and Miller (1975) to measure ...
A Study on the Nature of Writing Apprehension among Saudi Undergraduate EFL Students
Language Teaching Research Quarterly, 2023
Writing apprehension is an overwhelming feeling of stress and anxiety when writing in a foreign language. In the past ten years, it has been a hot topic of debate. Due to its influence on writing quality, this study aimed to investigate this topic among a group of university EFL students, measuring the level of this apprehension and identifying its main factors. To accomplish this objective, 137 Saudi EFL students were given a questionnaire containing 26 statements spanning four essential writing apprehension factors on a five-point Likert scale. The results indicated that Saudi EFL students generally received moderate writing apprehension. Negativity towards writing was the furthermost common factor of writing apprehension. Self-efficacy in writing was regarded as the least apprehensive factor compared to other writing apprehension factors. The potential causes of this apprehension in each factor were addressed. Statistically significant gender and university level differences were found favouring males and beginner university levels for negativity towards writing. Based on these findings, limitations and future study recommendations are suggested.
Many researchers as well as practitioners in the area of English writing instruction and learning have highlighted the problem of writing apprehension as crucial determinant of student " s success in learning to write effectively in English. Thus, this research aims to investigate the effects of writing apprehension on the writing process of Jordanian EFL students at Yarmouk University in Jordan. The sampling of this study consisted of sixty third year students studying B.A English Language and Literature at Yarmouk University in Jordan for the academic year 2010/ 2011. The instruments used in this study were Adapted Daly and Miller " s [14] Writing Apprehension Test (WAT) by Gungle and Taylor [19] to measure writing apprehension and the writing strategy questionnaire which was adapted from the questionnaire used by Petric and Czárl [27]. The results of this study showed that majority of the Jordanian EFL students at Yarmouk University in Jordan experienced high level of writing apprehension. Furthermore, There were a significant differences among high, mid, low in the frequency use across the three writing stages .These statistics suggested writing apprehension level of students had affected the frequency of strategy use and type of strategy use. English Language and Literature students at Yarmouk University in Jordan of different writing apprehension levels had preference over different and frequency of strategy use.
Writing apprehension and writing skills on English department students: A correlational design
International Journal of Humanities and Innovation (IJHI)
By two different types of instruments—a questionnaire to determine students' writing apprehension and a writing test using descriptive texts to decide students' writing skills—this study investigated the correlation between writing apprehension and students' writing skills. This study used quantitative correlational research, and the English department served as the study's target population. Additionally, the researchers employed cluster sampling and correlational design, which can choose a representative sample and represent the population. To conduct the analysis, the researchers chose one class as a sample, and thirty-five students from the third semester were chosen as the sample. According to the researchers, writing apprehension and students' writing skills were shown to be negatively correlated, who concluded that the correlation between the two was r = -0.642. The inverse correlation indicates that students did not perform as good as on writing tests the...
This study examined the relationship between the respondents' achievement in writing and their level of writing apprehension as well as the relationship between the respondents' level of writing performance and their level of writing apprehension. The respondents were the English 9 (Advanced Grammar and Composition) students who were enrolled for the second semester of academic year 2014-2015 at Mindanao State University. The instruments used in this study were the English as Second Language Composition Profile, the Daly and Miller's Writing Apprehension Test (WAT) and an interview. The findings showed that majority of the respondents were female, taking up Bachelor of Arts major in Islamic Studies and many were in third year level. Many of the respondents had a grade of 2.00 in their previous writing class. Majority of the respondents writing performance was 'Good to Average' and most of them were moderately apprehensive based on their WAT scores. Based on the perception of respondents, writing different kinds of essay were the typical writing activities done by the respondents in their English 9 class, their feeling towards writing in English varytime limit, grammar, people's evaluation, inability to express himself were some factors that make the respondents' apprehensive when writing in English. Lastly, the level of confidence of the respondents' writing ability in English also varies. With regard to the relationship between the respondents' achievement in writing and their level of writing apprehension, it was found out that there was no significant relationship between them. Furthermore, there was also no significant relationship between the respondents' level of writing apprehension and their level of writing performance in terms of context, organization, language use, vocabulary use, and mechanics.