A Structural Relationship between Writing Apprehension and EFL Writing Performance
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초록
The purpose of the study was to identify EFL students’ writing apprehension constructs affecting their writing performance using the structural equation modeling (SEM) analysis. The structural model was further examined based on the students’ willingness to take more writing classes. A total of 183 students at two universities completed a modified writing apprehension test (WAT) containing 26 Likert-scale items. Results produced four underlying constructs: lack of confidence in L2 writing, fear of L2 writing evaluation, lack of enjoyment in L2 writing, and avoidance of L2 writing. The final structural model showed a good fit of the model to the data. The SEM model indicated that students’ lack of self-confidence in L2 writing proficiency exerted its direct causal influence on writing performance regardless of their interest in taking more writing courses. However, both lack of enjoyment in L2 writing and avoidance of L2writing were indirectly related to writing performance through the mediating role of fear of L2writing evaluation. It was also found that the SEM model differed depending on the students’interest in taking writing classes. Pedagogical implications to improve L2 writing instruction were presented.
Abstract
The purpose of the study was to identify EFL students’ writing apprehension constructs affecting their writing performance using the structural equation modeling (SEM) analysis. The structural model was further examined based on the students’ willingness to take more writing classes. A total of 183 students at two universities completed a modified writing apprehension test (WAT) containing 26 Likert-scale items. Results produced four underlying constructs: lack of confidence in L2 writing, fear of L2 writing evaluation, lack of enjoyment in L2 writing, and avoidance of L2 writing. The final structural model showed a good fit of the model to the data. The SEM model indicated that students’ lack of self-confidence in L2 writing proficiency exerted its direct causal influence on writing performance regardless of their interest in taking more writing courses. However, both lack of enjoyment in L2 writing and avoidance of L2writing were indirectly related to writing performance through the mediating role of fear of L2writing evaluation. It was also found that the SEM model differed depending on the students’interest in taking writing classes. Pedagogical implications to improve L2 writing instruction were presented.
참고문헌 (37)
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