Interrelations among Tertiary EFL Students' Foreign Language Writing Motivation, Anxiety, and Achievement

Autor/inn/en	Öksüz Zerey, Merve; Müjdeci, Safak
Titel	Interrelations among Tertiary EFL Students' Foreign Language Writing Motivation, Anxiety, and Achievement
Quelle	In: Reading Matrix: An International Online Journal, 23 (2023) 1, S.109-121 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Writing (Composition); Student Motivation; Anxiety; Writing Achievement; Self Efficacy; Goal Orientation; College Freshmen; Public Colleges; Foreign Countries; Second Language Instruction; Student Attitudes; Teacher Education Programs; Language Teachers; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibübung; Schulische Motivation; Angst; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Studienanfänger; Ausland; Fremdsprachenunterricht; Schülerverhalten; Language teacher; Sprachunterricht; Türkei
Abstract	Writing in a second/foreign (L2) language imposes great demands on a writer due to the cognitive and social complexities it involves. In addition, such psychological variables as motivation and anxiety are highly likely to be related to success in L2 writing. So far, however, L2 writing has seldom been studied in relation to motivation and anxiety. Therefore, the current research investigated relations among achievement in L2 writing, anxiety, and such motivational constructs as self-efficacy, affect, beliefs, and goals for writing. A battery of questionnaires was administered to first-year English-major students at a state university in Turkey. Results indicated that success in L2 writing relates to higher confidence, decreased anxiety, positive feelings towards writing, and the desire to master L2 writing. Furthermore, the majority of the motivational factors and anxiety demonstrated significant intercorrelations ranging from a small to a high level. These findings yielded significant insights into the relations among success in L2 writing, writing motivation, and anxiety, which can be used to improve the quality of writing practices and pedagogical decisions. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: https://www.readingmatrix.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01