Vol. 1(2) SEP 2011 - SAVAP International

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Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 The third question in this study is an open-ended question: What situation make you feel most apprehensive when writing in English (Writing a thesis, Writing assignments, or Writing Journals). Majority of the respondents in this study stated that they felt apprehensive when writing a thesis more i.e. 53 (51.5%), than writing journals, i.e. 30 (29.1%) or writing assignments, i.e. 20 (19.4%). This result is similar to Gurel’s (2010) study. He claims that most research have been done on dissertation writing of advanced academic writing students which focus on the structural analysis of dissertation sections, across disciplines, tracing the course of dissertation writing, and thesis/dissertation supervision. So, there is a need for more studies to investigate the apprehension of writing dissertations among ESL/EFL contexts. The present study has shown that Jordanian postgraduate students experienced apprehension in writing a thesis or dissertation. It is important for the supervisors of the Jordanian postgraduate students at UUM specifically to be aware of their students’ problems in writing in English language. Table 5 Situations Cumulative Frequency Percent Valid Percent Percent Valid Thesis 53 51.5 51.5 51.5 Assignments 20 19.4 19.4 70.9 Journals 30 29.1 29.1 100.0 Total 103 100.0 100.0 CONCLUSION The objectives of this study were (1) To investigate the levels of Writing Apprehension among the Jordanian postgraduate students when writing in English at UUM, (2) to investigate the relationship between age and socio-economic status with writing apprehension, (3) to discover the writing situation that make the Jordanian postgraduate students feel most apprehensive when writing in English (writing a thesis, writing assignments, or writing journals). The result of this study shows that majority of the Jordanian postgraduate students in UUM experienced high level of writing apprehension. This study also indicates that there is a positive relationship between age and socio-economic status with writing apprehension. Lastly, it discovers that majority of the respondents expressed most apprehensive when writing a thesis compared to writing assignments or writing journals. FURTHER RESEARCH It is suggested that more studies should be done on writing apprehension in ESL/EFL context. There is a need to investigate the causes of apprehension when writing a thesis. Research can also be done on strategies that students use to reduce their high level of writing apprehension. More research on writing apprehension using qualitative research methodology need to be done because most of the research on writing apprehension used quantitative research. REFERENCES 1. Abbad, A. T. (1988). An analysis of communicative competence features in English language texts in Yemen Arab republic. Unpublished doctoral dissertation, University of Illinois Urbana-Champaign. 2. Abdul Haq, F. (1982). An analysis of syntactic errors in the composition of Jordanian secondary students. Unpublished master’s Thesis, University of Yarmouk, Irbid, Jordan. Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 195
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 3. Abu Shawish, J., & Atea, M. (2010). An Investigation of Palestinian EFL Majors' Writing Apprehension: Causes and Remedies. Proceedings of the First National Conference on: Improving TEFL Methods & Practices at Palestinian Universities, Oct. 20, 2010. 4. Al-Ahmad, S. (2003). The impact of collaborative learning on L1 and L2 college students' apprehension about and attitudes toward writing. Unpublished doctoral dissertation, Indiana University of Pennsylvania. 5. Atay, D., & Kurt, G. (2007). Prospective teachers and L2 writing anxiety. The Asian EFL Journal Quarterly December 2006 Volume 8, Issue 4, 8(4), 100. 6. Bloom, L. (1981). Why graduate students can’t write: Implications of research on writing anxiety for graduate education. Journal of Advanced Composition, 2.1-2. 7. Book, V. (1976). Some Effects of Apprehension on Writing Performance. Paper presented at Annual meeting of the American Business Communication Association, December 28-30, Diego, USA. 8. Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446. 9. Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313-335. 10. Cornwell, S., & McKay, T. (1999). Measuring Writing Apprehension in Japan. Paper presented at the Annual Meeting of the Japan Association of Language Teachers. 11. Creswell, J. W. (2008). Educational research: planning, conducting, and evaluating quantitative and qualitative research. (3rd ed.). New Jersey: Pearson Education 12. Daly, J. A. (1977). The Effects of Writing Apprehension on Message Encoding. Journalism Quarterly, 54(3), 566-572. 13. Daly, J. A. (1979). Writing apprehension in the classroom: Teacher role expectancies of the apprehensive writer. Research in the Teaching of English, 13(1), 37-44. 14. Daly, J. A., & Miller, M. D. (1975). Apprehension of writing as a predictor of message intensity. The Journal of Psychology, 89(2), 175-177. 15. Daud, N. M., Daud, N. M., & Kassim, N. L. A. (2005). Second Language Writing Anxiety: Cause or Effect . Malaysian Journal of ELT, 1-19. 16. Erkan, D. Y., & Saban, A. (2011). Writing Performance Relative to Writing Apprehension, Self-Efficacy in Writing, and Attitudes towards Writing: A Correlational Study in Turkish Tertiary-Level EFL. The Asian EFL Journal Quarterly, 13(1), 164-192. 17. Faigley, L., Daly, J. A., & Witte, S. P. (1981). The role of writing apprehension in writing performance and competence. The Journal of Educational Research, 75(1), 16-21. 18. Graves, D. H. (1984). A researcher learns to write: Selected articles and monographs. Exeter, New Hampshire: Heinemann Educational Books. 19. Gurel, N. (2010). An examination of linguistic and sociocultural variables in writing a dissertation among Turkish doctoral students. Ph.D Dissertation, University of New York Buffalo. 20. Hanna, K. J. (2010). Student perceptions of teacher comments: Relationships between specific aspects of teacher comments and writing apprehension. Ph.D Dissertation, The University of North Dakota. 21. Hassan, B. A. (2001). The Relationship of Writing Apprehension and Self-Esteem to the Writing Quality and Quantity of EFL University Students. ERIC Document, ED45167. 22. Hughey, J. B., Wormuth, D. R., Hartfiel, V. F., & Jacobs, H. L. (1983). Teaching ESL Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 196
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