LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 14:8 August 2014
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Exploring the Causes of Writing Anxiety: A Case of B.S. English Students

Muhammad Younas, Ahmad Subhani, Sumrah Arshad. Hafsa Akram, Muntaha Sohail, Maryiam Hamid and Maria Farzeen

Abstract

This study explores the causes of writing anxiety found among the students of B.S. English. .The data were collected through a questionnaire based on three point rating scale. The questionnaire was designed after reading a lot of literature on the topic concerned. The purpose of devising this questionnaire was to investigate the Writing Anxiety among B.S. English Students. The questionnaire consisted of ten questions. The results of the data collected through sixty respondents are shown through the graphs. In the end, it was concluded that the fear of teacher’s negative comments, linguistic difficulties, pressure of time and perfect work, insufficient writing practice and problems with topic affect a lot while writing in English.

Keywords: Fear of teacher’s negative comments, Linguistic difficulties, insufficient writing practice, problems with topic choice and pressure of time.

1. Introduction

Of the four language skills, writing has always been the main concern of EFL practitioners and researchers (June, 2008). The usual justification for this is that the ability to write in English is considered vital to equip learners for success in college and their future careers (Tuan, 2010). In addition, the writing process contributes to the development of learners cognitive skills in attaining the requiered strategies in the learning process such as analysis, synthesis, inference, etc. (Bacha, 2002). However, most of Iranian EFL students have been found to have an inadequate competence in L2 writing (Jafari & Ansari, 2012; Dastjerdi & Samian, 2011; Zaree & Farvardin, 2009).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Muhammad Younas (Lecturer in English, Corresponding Author)
younasdanial@gmail.com

Ahmad Subhani (Lecturer Ibri College of Technology, OMAN)

Sumrah Arshad (Lecturer in English)

HafsaAkram

MuntahaSohail

Maryiam Hamid and Maria Farzeen

Department of English, University of Sargodha, M.B. Din Campus, Pakistan
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