A Correlation Study of Chinese English Learners’ Writing Anxiety, Writing Strategies, and Writing Achievements
3
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study aims to investigate Chinese English learners’ writing anxiety, and analyzes its correlation with their writing strategies and writing achievements. Two questionnaires, designed by referring to and re-editing Petric and Czarl’s (2003) Writing Strategies Questionnaire and Cheng’s (2004) Second Language Writing Anxiety Inventory, were completed by 90 Chinese senior high school students in Yanji, China. SPSS 24.0 was used to analyze the data and produce descriptive statistics, paired sample T-tests, and Pearson correlation coefficient analysis. The result shows that students have a moderate degree of anxiety. High anxiety students experience the highest cognitive anxiety, and low anxiety students experience the highest physical anxiety. English learners’ writing anxiety shows a significant negative correlation with writing strategies. High anxiety students seldom use English writing strategies, while low anxiety students use them very often in the process of completing a writing task. English learners’ writing anxiety shows a significant negative correlation with writing achievements as well. The higher English learners' writing anxiety is, the lower their writing achievements will be. Thus, English learners should be encouraged and trained to use English writing strategies well to reduce English writing anxiety and improve the level of writing achievements.
Abstract
This study aims to investigate Chinese English learners’ writing anxiety, and analyzes its correlation with their writing strategies and writing achievements. Two questionnaires, designed by referring to and re-editing Petric and Czarl’s (2003) Writing Strategies Questionnaire and Cheng’s (2004) Second Language Writing Anxiety Inventory, were completed by 90 Chinese senior high school students in Yanji, China. SPSS 24.0 was used to analyze the data and produce descriptive statistics, paired sample T-tests, and Pearson correlation coefficient analysis. The result shows that students have a moderate degree of anxiety. High anxiety students experience the highest cognitive anxiety, and low anxiety students experience the highest physical anxiety. English learners’ writing anxiety shows a significant negative correlation with writing strategies. High anxiety students seldom use English writing strategies, while low anxiety students use them very often in the process of completing a writing task. English learners’ writing anxiety shows a significant negative correlation with writing achievements as well. The higher English learners' writing anxiety is, the lower their writing achievements will be. Thus, English learners should be encouraged and trained to use English writing strategies well to reduce English writing anxiety and improve the level of writing achievements.
참고문헌 (32)
- Bai, L. R., "On construction of a survey scale of the inducing factors for the Chinese English learners' classroom English writing anxiety", Foreign Language World, 5, pp.74~82 (2017)
- Bloom, L. Z., "The composing process of anxious and non-anxious writers:A naturalistic study", Paper presented at the Annual Meeting of the Conference on College Composition and Communication (1980)
- Chen, Y., "Study of the writing strategies used by Chinese non-English majors", Theory and Practice in Language Learning, 34(4), pp.245~251 (2011)
- Chen, Y. L., "A study on current situation of college English writing and writing strategies : College English writing strategies learning combined with activities", Journal of Xiamen Educational College, 9(1), pp.58~59 (2007)
- Cheng, Y. S., "Examination of two anxiety constructs : Second language class anxiety and second language writing anxiety", Language Learning, 49(3), pp.417~446 (1998)
- Cheng, Y. S., "Language anxiety: Differentiating writing and speaking", doctoral, pp.1999
- Cheng, Y. S., "Factors associated with foreign language writing anxiety", Foreign Language Annals, 35(6), pp.647~656 (2002)
- Cheng, Y. S., "A measure of the second language writing anxiety : Scale development and preliminary validation", Journal of Second Language Writing, 13(4), pp.313~335 (2004)
- 조영아, "The Relationship between Self-efficacy Beliefs and Self-regulated Learning Strategies in Korean EFL Learners", 언어학, 27(3), pp.53~74 (2019), 대한언어학회[DOI]
- Cohen, A. D., "Strategies in learning and using a second language" (2000), Foreign Language Teaching and Research Press
- Daly, J. A., "The empirical development of an instrument to measure writing apprehension", Research in the Teaching of English, 9(3), pp.242~249 (1975)
- Daly, J. A., "Writing apprehension, self-esteem, and personality", Research in the Teaching of English, 17(4), pp.327~341 (1983)
- Deng, J., "A study of writing strategy framework of China's standards of English", Foreign Language World, 2, pp.29~36 (2017)
- Ellis, R., "The study of second language acquisition" (1994), Oxford University Press
- Gu, K., "Preliminary study on the effect of peer editing on writing apprehension", CELEA Journal, 27(6), pp.24~26 (2004)
- Guo, Y., "An empirical study of the effect of length approach in the teaching of college English writing on college students’ writing anxiety and writing competence", Foreign Language World, 2, pp.73~81 (2011)
- Guo, Y., "An empirical study on foreign language writing anxiety of Chinese non English major students and its implication for teaching writing", Foreign Language World, 2, pp.54~62 (2010)
- Huang, Y., "An empirical study on college students’extracurricular English writing strategies", Foreign Language World, 2, pp.35~40 (2006)
- Krashen, S. D., "Second language acquisition and second language learning" (1982), Pergamon Press
- 이연희, "Interrelations among Writing Anxiety, Writing Strategy Use, and Writing Performance in Korean English Learners", 영어어문교육, 20(4), pp.85~106 (2014), 한국영어어문교육학회
- Li, H., "Quasi causal relationship between college students’ English writing anxiety and writing achievement : Evidence from the longitudinal research", Foreign Language World, 3, pp.68~75 (2015)
- Li, H., "College students’ EFL writing anxiety and self-efficacy and their prediction on students’ writing performance", Foreign Language Research, 2, pp.48~54 (2013)
- Liu, Z. Q., "The classification of English writing strategies", Journal of Hubei Institute for Nationalities(Philosophy and Social Science), 24(1), pp.118~122 (2006)
- "National unified examination syllabus for college enrollment" (2019), Higher Education Press
- Petric, B., "Validating a writing strategy questionnaire", Systems, 31(2), pp.187~215 (2003)
- Ren, F. L., "On the English writing strategy and writing quality", Journal of Hefei University(Social Sciences), 23(4), pp.77~80 (2006)
- Tao, Y., "On the elimination of writing anxiety from the perspective of "affective filtering theory"", Journal of Soochow University(Engineering Science Edition), 26(6), pp.72~78 (2006)
- Wang, L. Y., "Correlation studies on tolerance of ambiguity writing performance and writing strategies", Journal of Shanxi Agricultural University(Social Science Edition), 12(6), pp.634~640 (2013)
- Yang, S. X., "A study of the differences between successful and unsuccessful writers in the use of English writing strategies", Foreign Language World, 3, pp.57~64 (2002)
- Yu, B., "An empirical study of English writing strategies of Chinese college students based on SILL", Journal of Heilongjiang College of Education, 35(11), pp.145~147 (2016)
- Zhang, H. B., "A survey of the effect of writing anxiety on the writing outcome of high school students", Journal of Ningbo Institute of Education, 10(2), pp.98~100 (2008)
- Zhou, J. L., "An empirical study of the impact of English writing anxiety on writing strategy of English majors", Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition), 35(4), pp.117~121 (2014)