A Study of Learners’ Writing Anxiety in EFL Context

Ari Prasetyaningrum, Adib Nazri, Maman Asrobi

Abstract


The present research purposes were to find the factors of students’ writing anxiety and to know what the type of writing anxiety in writing encountered by the participants who followed writing for academic communication course of English education study program at Hamzanwadi University, Nusa Tenggara  Barat, Indonesia. This study was categorized as descriptive quantitative method research. The researcher took 15 subjects who were chosen by using purposive sampling. The data collection methods were two closed-ended questionnaires, then second language writing anxiety inventor (SLWAI) designed by Cheng and Causes of Writing Anxiety Inventory (CWAI) proposed by Reraei and Jafari were applied to obtain the data.   Observation and interviews were conducted to strengthen the result. The finding of research proved that the highest writing anxiety was avoidance behavior, which turned out the most predominant type among other types of writing anxiety which could be known from the highest mean score. Then there are four main causes that trigger writing anxiety. They were high frequency of writing assignments (25,3 %), low self-confidence in writing (16,87%), and time pressure. (10,79%), and problems with topic choice (10,79 %).


Keywords


Anxiety; Foreign Language Anxiety; Writing Anxiety

Full Text:

PDF

References


Alsowat, H. H. (2016). Foreign language anxiety in higher education: A practical framework for reducing FLA. European Scientific Journal, 12(7).

Aydin, S. (2018). Technology and foreign language anxiety: Implications for practice and future research. Dil ve Dilbilimi Çalışmaları Dergisi, 14(2), 193–211.

Bayat, N. (2014). The Effect of the Process Writing Approach on Writing Success and Anxiety. Educational Sciences: Theory and Practice, 14(3), 1133–1141.

Bellinger, D. B., DeCaro, M. S., & Ralston, P. A. S. (2015). Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom. Consciousness and Cognition, 37, 123–132.

Bennui, P. (2016). A study of L1 interference in the writing of Thai EFL students. Malaysian Journal of ELT Research, 4(1), 31.

Cheng, Y,-S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13, pp. 313-15.

Cheng, Y. (2017). Development and preliminary validation of four brief measures of L2 language-skill-specific anxiety. System, 68, 15–25.

Dirgeyasa, I. W. (2017). College Academic Writing A Genre-Based Perspective. Prenada Media.

Elaldi, S. (2016). Foreign Language Anxiety of Students Studying English Language and Literature: A Sample from Turkey. Educational Research and Reviews, 11(6), 219–228.

Eslami, A. A., Rabiei, L., Afzali, S. M., Hamidizadeh, S., & Masoudi, R. (2016). The effectiveness of assertiveness training on the levels of stress, anxiety, and depression of high school students. Iranian Red Crescent Medical Journal, 18(1).

Hammad, E. A. (2016). Palestinian university students’ problems with EFL essay writing in an instructional setting. In Teaching EFL writing in the 21st century Arab world (pp. 99–124). Springer.

Herdi, H. (2015). An Analysis on Factors Influencing the Students’ Writing Skill. ELT-Lectura, 2(2). https://doi.org/10.31849/elt-lectura.v2i2.465.

Huang, H.-T. D. (2018). Modeling the relationships between anxieties and performance in second/foreign language speaking assessment. Learning and Individual Differences, 63, 44–56.

Jawas, U. (2019). Writing anxiety among Indonesian EFL students: Factors and strategies. International Journal of Instruction, 12(4). https://doi.org/10.29333/iji.2019.12447a.

Jebreil, N., Azizifar, A., Gowhary, H., & Jamalinesari, A. (2015). Study on writing anxiety among Iranian EFL students. International Journal of Applied Linguistics and English Literature, 4(2), 68–72.

Kirmizi, Ö., & Kirmizi, G. D. (2015). An Investigation of L2 Learners’ Writing Self-Efficacy, Writing Anxiety and Its Causes at Higher Education in Turkey. International Journal of Higher Education, 4(2), 57–66.

Kráľová, Z. (2016). Foreign language anxiety. Undergraduate of Constantine the Philosopher University, Nitra, Slovakia.

Levitt, E. E. (1980). The Psychology of Anxiety: Second Edition (1st Ed.). Routledge. https://doi.org/10.4324/9781315673127.

McPherson, S., Hiskey, S., & Alderson, Z. (2016). Distress in working on dementia wards–a threat to compassionate care: a grounded theory study. International Journal of Nursing Studies, 53, 95–104.

Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment, and People, 7(1), 23–48.

Neuendorf, K. A., & Kumar, A. (2015). Content analysis. The International Encyclopedia of Political Communication, 1–10.

Ningsih, T. A. (2015). The Study of Foreign Language Writing Anxiety among English Department Students of Faculty of Letters, Jember University. Repository Universitas Jember. http://repository.unej.ac.id/handle/123456789/72598.

Özmen, B., & Altun, A. (2014). Undergraduate students’ experiences in programming: difficulties and obstacles. Turkish Online Journal of Qualitative Inquiry, 5(3), 1–27.

Phuket, P. R. N., & Othman, N. B. (2015). Understanding EFL Students’ Errors in Writing. Journal of Education and Practice, 6(32), 99–106.

Rezaei, M., & Jafari, M. (2014). Investigating the levels, types, and causes of writing anxiety among Iranian EFL students: A mixed method design. Procedia-Social and Behavioral Sciences, 98, 1545–1554.

Robichaud, M., Koerner, N., & Dugas, M. J. (2019). Cognitive behavioral treatment for generalized anxiety disorder: From science to practice. Routledge.

Rycroft, C. (2018). Anxiety and neurosis. Routledge.

Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The Impact of Writing Anxiety, Writing Achievement Motivation and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners. SAGE Open, 9(4). https://doi.org/10.1177/2158244019894289.

San Rizqiya, R., Pamungkas, M. Y., & Inayah, R. (2017). The use of POWER learning as a learning strategy to improve students writing competency. OKARA: Jurnal Bahasa Dan Sastra, 11(2), 253–262.

Steinhart, Y., & Jiang, Y. (2019). Securing the future: Threat to self-image spurs financial saving intentions. Journal of Personality and Social Psychology, 117(4), 741.

Subekti, A. S. (2018). An Exploration of Learners’ foreign Language Anxiety in The Indonesian University Context: Learners’ and Teachers’ voices. TEFLIN Journal, 29(2), 219–244.

Syarifuddin, H. M. (2020). Communication Strategies Used By The Lecturers in Teaching Speaking Subject at English Department of Muhammadiyah University Of Makassar [Unpublished Master Thesis]. English Department: Muhammadiyah University of Makassar.

Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55, 40–48.

Wahyuni, S., & Umam M. K. (2017). An Analysis on Writing Anxiety of Indonesian EFL College Learners. JEELS: Journal of English Education and Linguistics Studies, 4(1), 105-128. https://doi.org/10.30762/jeels.v4i1.333.

Wern, T. C., & Rahmat, N. H. (2021). An Investigative Study on the Types and Causes of ESL Writing Anxiety: A Case Study of Learners from a Chinese Independent Middle School. European Journal of English Language Teaching, 6(3).

Xiao, Y., & Wong, K. F. (2014). Exploring heritage language anxiety: A study of Chinese heritage language learners. The Modern Language Journal, 98(2), 589–611.

Zhang, H. (2011). A study on ESL writing anxiety among Chinese English majors - Causes, effects and coping strategies for ESL writing anxiety [Unpublished Master Thesis]. Kristianstad University.




DOI: https://doi.org/10.33394/jo-elt.v8i1.3707

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Ari Prasetyaningrum, Adib Nazri, Maman Asrobi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is abstracted/indexed in the following databases:

                    


Published by Faculty of Culture, Management, and Business
Universitas Pendidikan Mandalika
p-ISSN: 2355-0309 | e-ISSN : 2548-5865
email: [email protected]

 Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.