A Comparative Study of Writing Anxiety among Iranian University Students Majoring English Translation, Teaching and Literature

Autor/in	Olanezhad, Mahdie
Titel	A Comparative Study of Writing Anxiety among Iranian University Students Majoring English Translation, Teaching and Literature
Quelle	In: English Language Teaching, 8 (2015) 3, S.59-70 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Anxiety; Writing (Composition); English (Second Language); Second Language Instruction; English for Academic Purposes; College Students; Majors (Students); Questionnaires; Statistical Analysis; Self Esteem; Student Evaluation; Translation; English Instruction; English Literature; Likert Scales; Student Attitudes; Iran + Suchen Sie Ihr Suchwort? Ausland; Angst; Schreibübung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Fragebogen; Statistische Analyse; Self-esteem; Selbstaufmerksamkeit; Schulnote; Studentische Bewertung; English langauage lessons; Englischunterricht; Englische literatur; Likert-Skala; Schülerverhalten
Abstract	This study is designed to examine writing anxiety in three groups of EFL students who use English writing in their academic programs. The main purpose of this study is to determine the level and sources of anxiety that students experience while writing in English as a foreign language. To this end, 150 university students from Iranian EFL students majoring English related fields (Translation, Teaching, and Literature) in Tehran University, Faculty of Foreign Languages were asked to complete the EWAT questionnaire. The collected data will then be analyzed by the SPSS computer program; also the descriptive statistics were applied to examine the level and sources of anxiety that students experience while writing in English as a foreign language. Analysis of the EWAT results showed that participants felt most anxious about statements referring to evaluation and confidence in writing. They felt more secure about the statements referring to share their ideas. Writing was the least anxiety-provoking when statements were generally about enjoying writing. Finally, the students' answers to the open-ended question indicated that writing apprehension resulted from one or more sources: mainly the weakness of their past education, followed by a lack of confidence, and concern for the teacher's evaluation. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01