Writing Anxiety among Chinese Graduate Students in an American Educational Setting

Autor/inn/en	Liang, Fang; Turner, Jeannine E.
Titel	Writing Anxiety among Chinese Graduate Students in an American Educational Setting
Quelle	In: Journal of Ethnographic & Qualitative Research, 16 (2021) 2, S.139-158 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Graduate Students; Foreign Students; Writing (Composition); Anxiety; Public Colleges; Cultural Influences; Asian Culture; Asians; English (Second Language); Self Efficacy; Writing Skills; Beliefs; Self Management; Competence; Coping; Student Attitudes; Foreign Countries; Writing Apprehension; China; United States; Thematic Apperception Test; Writing Apprehension Test + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibübung; Angst; Cultural influence; Kultureinfluss; Asian; Asiat; Asiatin; Asiaten; Asiate; English as second language; English; Second Language; Englisch als Zweitsprache; Self-efficacy; Selbstwirksamkeit; Writing skill; Schreibfertigkeit; Belief; Glaube; Selbstmanagement; Kompetenz; Bewältigung; Schülerverhalten; Ausland; USA
Abstract	Extant literature indicates that international graduate students may experience writing anxiety. Using a grounded theory analysis, we sought to understand how Chinese international graduate students (n = 15) experienced writing anxiety in an R1 public university. Findings revealed that writing anxiety among these students was related to (1) their Chinese cultural/educational background, (2) English as a second language, (3) low writing self-efficacy, and (4) fixed mindset (i.e., belief that one's writing aptitude cannot be increased). Chinese students described using different types of self-regulation strategies to alleviate their writing anxiety. Competence-oriented regulation strategies, or a combination of multiple types of strategies, could be effective in managing their writing anxiety and writing processes. However, if students could not manage their anxiety, they procrastinated in their academic writing tasks. When students procrastinated, they were not satisfied with their work and felt poorly about themselves. We discuss several pedagogical implications of the present study and directions for future research. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-760-9484; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01