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Jordanian PhD students' EFL writing apprehension

Although studies on writing apprehension on native learners of English have been done extensively, studies on English as a foreign language (EFL) learners are scant. In fact, limited studies have examined writing apprehension experienced by EFL postgraduate learners, in particular written academic d...

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Main Author: Huwari, Ibrahim Fathi Mohammad
Format: Thesis
Language:English
English
Published: 2014
Subjects:
LB2300 Higher Education
P Philology. Linguistics
Online Access:https://etd.uum.edu.my/4498/1/s93277.pdf
https://etd.uum.edu.my/4498/2/s93277_abstract.pdf
https://etd.uum.edu.my/4498/
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spelling my.uum.etd.44982022-05-23T01:32:05Z https://etd.uum.edu.my/4498/ Jordanian PhD students' EFL writing apprehension Huwari, Ibrahim Fathi Mohammad LB2300 Higher Education P Philology. Linguistics Although studies on writing apprehension on native learners of English have been done extensively, studies on English as a foreign language (EFL) learners are scant. In fact, limited studies have examined writing apprehension experienced by EFL postgraduate learners, in particular written academic discourse. Therefore, the study focused on writing apprehension experienced by Jordanian EFL learners when writing their PhD thesis in Malaysia. The objectives of the study were to explore the causes of writing apprehension, to explain the effects of writing apprehension, and to identify the strategies that the Jordanian PhD students used to reduce writing apprehension. Two theories were used in this study, namely Affective theory and socio-cognitive theory. In this qualitative case study, three techniques of data collection were used: interviewing 21 Jordanian PhD students, interviewing nine supervisors, and also analysing nine PhD proposals. Four main themes emerged pertaining to causes of writing apprehension which are Lack of knowledge in English structure, Negative attitude toward writing, Negative writing experience in the past, and Inadequate knowledge in academic writing. Three main themes which emerged in relation to the effects of writing apprehension were Personal effects, Social effects, and Academic effects. In relation to the strategies employed to reduce writing apprehension, four main strategies were found. They are Behavior strategy, Expert review and feedback strategy, Cognitive strategy, and Affective strategy. The study concluded that writing apprehension was a prevalent phenomenon among the students. All the students admitted experiencing a certain level of writing apprehension either low, moderate or high level. The study contributes to the body of knowledge on writing apprehension related to causes, effects and coping strategies. It highlights internal and external factors which contribute to writing apprehension 2014 Thesis NonPeerReviewed text en https://etd.uum.edu.my/4498/1/s93277.pdf text en https://etd.uum.edu.my/4498/2/s93277_abstract.pdf Huwari, Ibrahim Fathi Mohammad (2014) Jordanian PhD students' EFL writing apprehension. UNSPECIFIED thesis, Universiti Utara Malaysia.
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Electronic Theses
url_provider http://etd.uum.edu.my/
language English
English
topic LB2300 Higher Education
P Philology. Linguistics
spellingShingle LB2300 Higher Education
P Philology. Linguistics
Huwari, Ibrahim Fathi Mohammad
Jordanian PhD students' EFL writing apprehension
description Although studies on writing apprehension on native learners of English have been done extensively, studies on English as a foreign language (EFL) learners are scant. In fact, limited studies have examined writing apprehension experienced by EFL postgraduate learners, in particular written academic discourse. Therefore, the study focused on writing apprehension experienced by Jordanian EFL learners when writing their PhD thesis in Malaysia. The objectives of the study were to explore the causes of writing apprehension, to explain the effects of writing apprehension, and to identify the strategies that the Jordanian PhD students used to reduce writing apprehension. Two theories were used in this study, namely Affective theory and socio-cognitive theory. In this qualitative case study, three techniques of data collection were used: interviewing 21 Jordanian PhD students, interviewing nine supervisors, and also analysing nine PhD proposals. Four main themes emerged pertaining to causes of writing apprehension which are Lack of knowledge in English structure, Negative attitude toward writing, Negative writing experience in the past, and Inadequate knowledge in academic writing. Three main themes which emerged in relation to the effects of writing apprehension were Personal effects, Social effects, and Academic effects. In relation to the strategies employed to reduce writing apprehension, four main strategies were found. They are Behavior strategy, Expert review and feedback strategy, Cognitive strategy, and Affective strategy. The study concluded that writing apprehension was a prevalent phenomenon among the students. All the students admitted experiencing a certain level of writing apprehension either low, moderate or high level. The study contributes to the body of knowledge on writing apprehension related to causes, effects and coping strategies. It highlights internal and external factors which contribute to writing apprehension
format Thesis
author Huwari, Ibrahim Fathi Mohammad
author_facet Huwari, Ibrahim Fathi Mohammad
author_sort Huwari, Ibrahim Fathi Mohammad
title Jordanian PhD students' EFL writing apprehension
title_short Jordanian PhD students' EFL writing apprehension
title_full Jordanian PhD students' EFL writing apprehension
title_fullStr Jordanian PhD students' EFL writing apprehension
title_full_unstemmed Jordanian PhD students' EFL writing apprehension
title_sort jordanian phd students' efl writing apprehension
publishDate 2014
url https://etd.uum.edu.my/4498/1/s93277.pdf
https://etd.uum.edu.my/4498/2/s93277_abstract.pdf
https://etd.uum.edu.my/4498/
_version_ 1734302335440519168
score 13.211869

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