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Second-language learners' writing anxiety: Types, causes, and teachers' perceptions
The purpose of the present study was to investigate the causes and most common types of second-language writing anxiety among students taking an intensive English course in the English Language Institute (ELI) at the American University in Cairo (AUC). Towards this end, the study examined the proble...
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| Format: | Thesis |
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AUC Knowledge Fountain
2017
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| _version_ | 1867613411784785920 |
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| access_status_str | Open Access |
| author | El Shimi, Ehab |
| author_browse | El Shimi, Ehab |
| author_facet | El Shimi, Ehab |
| author_sort | El Shimi, Ehab |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | The purpose of the present study was to investigate the causes and most common types of second-language writing anxiety among students taking an intensive English course in the English Language Institute (ELI) at the American University in Cairo (AUC). Towards this end, the study examined the problem from both the learners' and teachers' perspective in order to provide the teachers with the issues they could consider to help their learners feel less anxious about their writing. Both quantitative and qualitative research methods were used in this exploratory study. A convenience sample of 51 Egyptian ESL learners enrolled in the Intensive English Program (IEP) in the ELI was chosen to participate in the study. The researcher gave them a questionnaire adapted from the Second Language Writing Anxiety Inventory (SLWAI) developed by Zhang (2011) in order to identify the causes and most common types of writing anxiety among them. To investigate the teachers' perspectives of L2 writing anxiety, interviews with six teachers in the IEP with varying years of teaching experience were conducted. The results of the quantitative data, using descriptive statistics, show that the most common types of L2 writing anxiety among the students were Somatic Anxiety (SA) and Cognitive Anxiety (CA). On the other hand, a very small percentage of the students suffered from Avoidance Anxiety (AA). The reason why their level of SA and CA were higher is because most of their causes of L2 writing anxiety were associated more with physiological and psychological effects resulting from their anxiety experience. The teachers' answers to the interview questions corresponded with the students' responses to the questionnaire items. They reported that they notice and observe symptoms related to L2 writing anxiety very similar to those indicated by the students. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-1672 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:43.583Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-1672 Second-language learners' writing anxiety: Types, causes, and teachers' perceptions El Shimi, Ehab The purpose of the present study was to investigate the causes and most common types of second-language writing anxiety among students taking an intensive English course in the English Language Institute (ELI) at the American University in Cairo (AUC). Towards this end, the study examined the problem from both the learners' and teachers' perspective in order to provide the teachers with the issues they could consider to help their learners feel less anxious about their writing. Both quantitative and qualitative research methods were used in this exploratory study. A convenience sample of 51 Egyptian ESL learners enrolled in the Intensive English Program (IEP) in the ELI was chosen to participate in the study. The researcher gave them a questionnaire adapted from the Second Language Writing Anxiety Inventory (SLWAI) developed by Zhang (2011) in order to identify the causes and most common types of writing anxiety among them. To investigate the teachers' perspectives of L2 writing anxiety, interviews with six teachers in the IEP with varying years of teaching experience were conducted. The results of the quantitative data, using descriptive statistics, show that the most common types of L2 writing anxiety among the students were Somatic Anxiety (SA) and Cognitive Anxiety (CA). On the other hand, a very small percentage of the students suffered from Avoidance Anxiety (AA). The reason why their level of SA and CA were higher is because most of their causes of L2 writing anxiety were associated more with physiological and psychological effects resulting from their anxiety experience. The teachers' answers to the interview questions corresponded with the students' responses to the questionnaire items. They reported that they notice and observe symptoms related to L2 writing anxiety very similar to those indicated by the students. 2017-06-01T07:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/673 https://fount.aucegypt.edu/context/etds/article/1672/viewcontent/Thesis_EhabElShimi.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain Foreign language anxiety Second-language writing |
| spellingShingle | Foreign language anxiety Second-language writing El Shimi, Ehab Second-language learners' writing anxiety: Types, causes, and teachers' perceptions |
| title | Second-language learners' writing anxiety: Types, causes, and teachers' perceptions |
| title_full | Second-language learners' writing anxiety: Types, causes, and teachers' perceptions |
| title_fullStr | Second-language learners' writing anxiety: Types, causes, and teachers' perceptions |
| title_full_unstemmed | Second-language learners' writing anxiety: Types, causes, and teachers' perceptions |
| title_short | Second-language learners' writing anxiety: Types, causes, and teachers' perceptions |
| title_sort | second language learners writing anxiety types causes and teachers perceptions |
| topic | Foreign language anxiety Second-language writing |
| url | https://fount.aucegypt.edu/etds/673 https://fount.aucegypt.edu/context/etds/article/1672/viewcontent/Thesis_EhabElShimi.pdf |
| work_keys_str_mv | AT elshimiehab secondlanguagelearnerswritinganxietytypescausesandteachersperceptions |