Foreign Language Anxiety in Academic Writing
Keywords:
Foreign Language Anxiety (FLA), academic writing, anxiety factors, writing performance
Abstract
Accomplishing an assignment in academic writing course is not as easy as pie because there are many aspects that students need to follow to have an English writing with a good quality. Particularly, this study is aimed to investigate Foreign Language Anxiety (FLA) in academic writing specifically to EFL students at university level. The factors that cause the students feel anxious in English writing represent on close-ended questionnaires that the researcher asks the students to answer. In addition, the researcher does direct observation by acting as a passive observer where she has no role in conducting or helping the lecturer in teaching the writing course. In this case, what the researcher does is finding an appropriate spot in classroom in order to have a clear description regarding with ongoing process of teaching and learning of writing course of English Department students at Widya Gama Mahakam University, Samarinda, Indonesia. As a result, data analyzed by using Likert Scale indicate that High Anxiety (HA) appears to be the highest level in students’ anxiety with nine out of sixteen anxiety statements. In addition, Moderate Anxiety (MA) is also showed on the result with six out of sixteen anxiety statements. Furthermore, although Low Anxiety (LA) appears in only one out of sixteen statements, it is correlated to other facts i.e. the apprehension of working with English writing assignment under time constraint, lack of self-confidence because of inadequate capability in English language proficiency such as structural rules in English as well as an ability to relate and compare theories among experts to support their writing. Further implication for better research and lecture of English writing course in the future is also pointed out in this study.References
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Ariyanti, A. (2016a). Shaping Students’ Writing Skills: The Study of Fundamental Aspects in Mastering Academic Writing. Indonesian Journal of EFL and Linguistics, 1(1), 63–77.
Ariyanti, A. (2016b). The Teaching of EFL Writing in Indonesia. DINAMIKA ILMU, 16(2), 263–277.
Aydin, S., & Zengin, B. (2008). Yabancı dil öğreniminde kaygı: Bir literatür özeti. Ournal of Language and Linguistics Studies, 4(1), 81–94.
Capan, S. A., & Karaca, M. (2013). A Comparative Study of Listening Anxiety and Reading Anxiety. Procedia - Social and Behavioral Sciences, 70, 1360 – 1373.
Cheng, Y. (2002). FactorsnAssociated with Foreign Language Writing Anxiety. Fofeign Language Annals, 35(5).
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
Gay, L. R. M., E, G., & Airasian, P. (2006). Educational Research: Competencies for Analysis and Applications. Columbus: Pearson Merrill Prentice Hall.
Gibbons, P. (2002). Scaffolding Language and Scaffolding Learning. Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann.
Jebreil, N., Azizifar, A., & Gowhary, H. (2015). Investigating the Effect of Anxiety of Male and Female Iranian EFL Learners on their Writing Performance. Procedia - Social and Behavioral Sciences, 185, 190 – 196.
Karakaya, İ., & Ülper, H. (2011). Yazma kaygısı ölçeğinin geliştirilmesi ve yazma kaygısının çeşitli değişkenlere göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11, 691–707.
Karatas, H., Alci, B., Bademcioglu, M., & Ergin, A. (2016). Examination of University Students’ Foreign Language Classroom Anxiety. Procedia - Social and Behavioral Sciences, 232, 396 – 402.
Liu, H. (2012). Exploring Academic Self-Concept among Learners with Foreign Language Anxiety. Asian EFL Journal, 14(4), 153–173.
Liu, H., & Cheng, S. (2014). Assessing Language Anxiety in EFL Students with Varying Degrees of Motivation. Journal of Foreign Language Teaching, 11(2), 285–299.
Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco-CA: Jossey-Bass: A Wiley Imprint.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebooks (3rd ed.). California: SAGE Publications, Inc.
Negari, G. M., & Rezaabadi, O. T. (2012). Too Nervous to Write? The Relationship between Anxiety and EFL Writing. Theory and Practice in Language Studies, 2(12), 2578–2586.
Özturk, H., & Çecen, S. (2007). The Effects of Portfolio Keeping on Writing Anxiety of EFL Students. Journal of Language and Linguistic Studies, 3(2), 218–236.
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).
Rodriguez, M., & Abreu, O. (2003). The Stability of General Foreign Language Classroom Anxiety Across English and French. The Modern Language Journal, 87(3), 365–374.
Suleimenova, Z. (2013). Speaking Anxiety in a Foreign Language Classroom in Kazakhstan. Procedia Social and Behavioral Sciences, 93, 1860–1868.
Warmbrod, J. R. (2014). Reporting and Interpreting Scores Derived from Likert-type Scales. Journal of Agricultural Education, 55(5), 30–47.
Wu, K. (2010). The relationship between language learners’ anxiety and learning strategy in the CLT classrooms. Int. Educ. Stud., 3(1), 174–191.
Yastibas, G. C., & Yastibas, A. E. (2015). The Effect of Peer Feedback on Writing Anxiety in Turkish EFL (English as a Foreign Language) Students. Procedia - Social and Behavioral Sciences, 199, 530 – 538.
Yin, R. K. (2011). Qualitative Research from start to finish. New York: The Guildford Press.
Published
2017-06-30
How to Cite
Ariyanti, A. (2017). Foreign Language Anxiety in Academic Writing. Dinamika Ilmu, 17(1), 143-152. https://doi.org/10.21093/di.v17i1.815
Section
Articles
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