Investigating Second Language Writing Anxiety Among Learners of English for Academic Purposes (EAP): Types and Sources [پايان نامه لاتين]
Elham Jami
| Record Identifier: | 16919 |
| Title: | Investigating Second Language Writing Anxiety Among Learners of English for Academic Purposes (EAP): Types and Sources |
| Personal Name: | Elham Jami |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Mohammad Mahdi Hajmalek |
| Department: | English language |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2019 |
| Abstract: | Many learners of English complain about the hardships they go through in written communication or assignments imposed by the anxiety they experience during such tasks. Yet, no study has particularly focused on the sources and types of this anxiety among students of English majors and non-English majors in EFL contexts. Therefore, the present study set out to compare these two groups of English learners in Iran in terms of the writing anxiety they experience in three different situations: home assignments, class tasks, and exam situations, taking other variables including age, major, and self-perceived proficiency level into consideration. The current study also aimed to investigate the sources of and practical solutions for writing anxiety. For this purpose, this mixed-methods study was conducted along two quantitative and qualitative phases. Accordingly, for the quantitative phase 195 male and female Iranian learners of English 48 of whom came from English majors and 147 came from Humanities, Engineering, Sciences, Fine Arts, and Medicine were asked to fill in Cheng (2004) s questionnaire of writing anxiety adapted for the three conditions under investigation. The results of a Wilcoxon Signed Ranked Test revealed that first of all, in general, English learners at university level experienced significantly higher levels of somatic writing anxiety rather than cognitive anxiety in home and exam situations although the difference did not prove significant in case of class tasks. Furthermore, the results of a Friedman Test followed by Bonferroni post hoc multiple pairwise comparison indicated that both Somatic and Cognitive anxiety of the students were significantly more salient in case of exam situations as compared with the other two contexts. Thirdly, independent samples t-test and Mann-Whitney U test results interestingly showed that EAP students of English and non-English majors significantly differed in terms of class, home, and exam somatic anxieties as well as class and home cognitive anxieties, but not in terms of exam cognitive anxiety. Finally, the results suggested that while there is a negative correlation between writing anxiety and self-perceived proficiency level, there is no relationship between writing anxiety and age. Furthermore, the results of the qualitative phase of the study also suggested that sources of and solutions for writing anxiety can be classified into two main categories: personality-related and task-related. Finally, a number of solutions suggested by both EAP learners and instructors were elicited and reported. Once the results are presented, their implications along with a number of suggestions for future research will be offered. |
| شماره ثبت | نسخه | جلد | بخش | مرجع | شماره بازیابی | در دست امانت | تاریخ بازگشت | ملاحظات | |
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| 218211 | 1 | ||||||||
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