Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study
At higher education, students at the end of the study are required to write a final project. Writing English papers is challenging and might create writing anxiety. Therefore, it is necessary to look at what strategies are used by the teachers and their effect on anxiety levels and performance. Furt...
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| Format: | Article |
| Language: | English |
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Institut Agama Islam Negeri (IAIN) Kediri
2024-02-01
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| Series: | JEELS (Journal of English Education and Linguistics Studies) |
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| Online Access: | https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/view/1464 |
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| author | Kurniasih Eko Suhartoyo Ferdinan Fransiskus |
| author_facet | Kurniasih Eko Suhartoyo Ferdinan Fransiskus |
| author_sort | Kurniasih |
| collection | DOAJ |
| description | At higher education, students at the end of the study are required to write a final project. Writing English papers is challenging and might create writing anxiety. Therefore, it is necessary to look at what strategies are used by the teachers and their effect on anxiety levels and performance. Furthermore, it is also crucial to accommodate students’ perceptions of the strategies so that students’ voices provide valid information on how the classroom should be. This research uses a mixed-method methodology to analyze lecturers' anxiety-reduction strategies and students' perceptions of them. Three instruments were used to collect data, namely a Second Language Writing Anxiety Inventory (SLWAI), open-ended questions about the perception, and students’ writing scores. A paired sample t-test was used to compare students' writing anxiety and performance before and after treatment. Content analysis was used to assess student opinions of the strategies. The statistics showed that students' writing anxiety fell from high (71.35) to moderate (66.47). Meanwhile, students' writing grade rises from 72.00 to 79.03. SPSS analysis showed that anxiety-reducing strategies significantly affect writing anxiety and student performance (p = 0.000). Consequently, this study's findings should be beneficial in writing classes. |
| format | Article |
| id | doaj-art-e8643c260e1e4b2d967f5b1ae2547f07 |
| institution | OA Journals |
| issn | 2407-2575 2503-2194 |
| language | English |
| publishDate | 2024-02-01 |
| publisher | Institut Agama Islam Negeri (IAIN) Kediri |
| record_format | Article |
| series | JEELS (Journal of English Education and Linguistics Studies) |
| spelling | doaj-art-e8643c260e1e4b2d967f5b1ae2547f072025-08-20T01:48:02ZengInstitut Agama Islam Negeri (IAIN) KediriJEELS (Journal of English Education and Linguistics Studies)2407-25752503-21942024-02-0111112110.30762/jeels.v11i1.14641467Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method StudyKurniasih0Eko Suhartoyo1Ferdinan Fransiskus2Universitas Islam MalangUniversitas Islam MalangUniversity of Rochester, New York, United States of AmericaAt higher education, students at the end of the study are required to write a final project. Writing English papers is challenging and might create writing anxiety. Therefore, it is necessary to look at what strategies are used by the teachers and their effect on anxiety levels and performance. Furthermore, it is also crucial to accommodate students’ perceptions of the strategies so that students’ voices provide valid information on how the classroom should be. This research uses a mixed-method methodology to analyze lecturers' anxiety-reduction strategies and students' perceptions of them. Three instruments were used to collect data, namely a Second Language Writing Anxiety Inventory (SLWAI), open-ended questions about the perception, and students’ writing scores. A paired sample t-test was used to compare students' writing anxiety and performance before and after treatment. Content analysis was used to assess student opinions of the strategies. The statistics showed that students' writing anxiety fell from high (71.35) to moderate (66.47). Meanwhile, students' writing grade rises from 72.00 to 79.03. SPSS analysis showed that anxiety-reducing strategies significantly affect writing anxiety and student performance (p = 0.000). Consequently, this study's findings should be beneficial in writing classes.https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/view/1464writing anxietyanxiety-reducing strategiesefl writing |
| spellingShingle | Kurniasih Eko Suhartoyo Ferdinan Fransiskus Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study JEELS (Journal of English Education and Linguistics Studies) writing anxiety anxiety-reducing strategies efl writing |
| title | Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study |
| title_full | Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study |
| title_fullStr | Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study |
| title_full_unstemmed | Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study |
| title_short | Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study |
| title_sort | examining the effectiveness of teaching strategies for alleviating efl students writing anxiety a mixed method study |
| topic | writing anxiety anxiety-reducing strategies efl writing |
| url | https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/view/1464 |
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