Reducing Writing Anxiety by Improving Self-Efficacy Beliefs

Katie McGee

Abstract


Writing anxiety is an issue that affects students in all classes, but especially in writing-intensive courses like English language arts. Students with writing anxiety exhibit a range of behaviors, making it difficult for teachers to diagnose and prevent. Research has highlighted several possible solutions, but studies most consistently suggest improving students' writing self-efficacy beliefs as a means of reducing writing anxiety. Several research-based strategies, such as using peer reviews and the process writing approach, are useful in improving self-efficacy beliefs. Teachers should research the best strategies to reduce anxiety in their students, but should ultimately encourage students to believe that they can succeed.

Full Text:

PDF

References


Apawu, D. & Anani, G. (2017). From diagnosis to prognosis:

What instructors know about their students’ writing

apprehension. Journal of Education and Practice. 8. 91-96.

Applebee, A. & Langer, J. (2006). The State of Writing

Instruction in America’s Schools: What Existing Data Tell Us.

Albany, NY. Center on English Learning and Achievement.

Bayat, N. (2014). The effect of the process writing approach on

writing success and anxiety. Educational Sciences: Theory &

Practice. doi:10.12738/estp.2014.3.1720.

Berk, R. R., & Ünal, E. (2017). Comparison of writing anxiety

and writing dispositions of sixth, seventh and eighth grade

students. International Journal of Instruction, 10(01), 237-

doi:10.12973/iji.2017.10115a.

Daly, J. (1978). Writing apprehension and writing competency.

Journal of Educational Research. 72. 10-14. doi:

1080/00220671.1978.10885110.

Daly, J. & Miller, M. (1975). The empirical development of an

instrument to measure writing apprehension. Research in the

Teaching of English, 9(3), 242-249.

Di Loreto, S., & Mcdonough, K. (2014). The relationship between

instructor feedback and ESL student anxiety. TESL Canada

Journal, 31(1), 20. doi:10.18806/tesl.v31i1.1165.

Erdogan, O. (2017). The effect of cooperative writing activities

on writing anxieties of prospective primary school teachers.

International Journal of Research in Education and Science,

-560. doi:10.21890/ijres.328085

Fischer, L., Meyers, C., & Dobelbower, S. (2017). Exploring how

pedagogical strategies change student perceptions of writing

apprehension. Journal of Agricultural Education, 58(4), 254-

doi:10.5032/jae.2017.04254.

Fox, R. (1980). Treatment of writing apprehension and its

effects on composition. Research in the Teaching of English,

(1), 39-49.

Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence

for how writing can improve reading. A Carnegie Corporation

Time to Act Report. Washington, DC: Alliance for Excellent

Education.

Pajares, F., Johnson, M., & Usher, E. (2007). Sources of writing

self-efficacy beliefs of elementary, middle, and high school

students. Research in the Teaching of English, 42(1), 104-

Troia, G., Harbaugh, A., Shankland, R., Wolbers, K., & Lawrence,

A. (2012). Relationships between writing motivation, writing

activity, and writing performance: Effects of grade, sex, and

ability. Reading and Writing. 26. 10.1007/s11145-012-9379-2.


Refbacks

  • There are currently no refbacks.