An Investigation On The Relationship Between Writer's Block and Writing Apprehension Among ELT Undergraduates In UNIMAS
There are times when undergraduates can only write very little or none at all despite their effort, their basic writing skills and linguistic competence. When this happens, the undergraduates are actually experiencing a writing dysfunction termed Writer's Block. This study seeks to invest...
Saved in:
| Main Author: | |
|---|---|
| Format: | Final Year Project Report / IMRAD |
| Language: | en en |
| Published: |
Universiti Malaysia Sarawak, (UNIMAS)
2007
|
| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/49706/1/Caroline%2024%20pgs.pdf http://ir.unimas.my/id/eprint/49706/2/Caroline%20ft.pdf http://ir.unimas.my/id/eprint/49706/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | There are times when undergraduates can only write very little or none at all
despite their effort, their basic writing skills and linguistic competence. When this
happens, the undergraduates are actually experiencing a writing dysfunction
termed Writer's Block. This study seeks to investigate the relationship between
Writer's Block and Writing Apprehension among ELT undergraduates.
Specifically, it seeks to investigate the cognitive factors related to the writing
dysfunction when they write assignments in English. Adapted versions of the
Writer's Block Questionnaire developed by Rose (1984) and the Writing Attitude
Test developed by Daly-Miller (1975a) were incorporated into one and
administered to I I I ELT undergraduates in UNIMAS. The results were analysed.
Respondents who have high and low levels of Writer's Block and Writing
Apprehension were selected for the semi-structured interview. Their responses
were transcribed and analyzed. The results suggested that the main causes of the
Writer's Block among the ELT undergraduates were their attitude towards
writing, the complexity of the task and the lack of academic writing strategies.
The problem was also found to be closely related to the undergraduates' language
competency and their environment. |
|---|