College term paper writing service

Lori Goff is an Educational Consultant with the Centre for Leadership in Learning at McMaster University.

She is completing a doctoral degree in Educational Leadership and Policy Studies at Brock University, focussing her research on policies that aim to assure the quality of university education. Kim Dej is an Assistant Professor in Biology and the Associate Director of the Life Sciences Program at McMaster University. Her research interests include studying the way that misconceptions affect student learning and the use of mathematics and statistics concept inventories in Life Sciences education. The data have been collected through the Second Language Writing Anxiety Inventory (SLWAI), developed by Cheng, (2004), and Causes of Writing Anxiety Inventory (CWAI), and Writing Efficacy Scale (WES), developed by Yavuz-Erkan (2004). The participants of the study are 172 English Language and Literature students enrolled in a Turkish state university. Descriptive, variance and correlation analyses were conducted in order to analyze the data.

The results indicate that the participants have a moderate level of writing self-efficacy in terms of content, accuracy, design and college term paper writing service unity sub-components of writing self-efficacy and have a high level of efficacy in punctuation. In relation to writing anxiety, the participants were found to have a moderate level of writing anxiety. The results of the study suggest that male students have higher levels of writing self-efficacy and they suffer less from writing anxiety. The study also indicated that the major causes of writing anxiety on the part of Turkish L2 learners were time pressure and negative evaluation of the teacher. Finally, correlation analysis indicated that there is a strong negative correlation between writing self-efficacy and writing anxiety.

Keywords: Writing self-efficacy, Writing anxiety, Turkish L2 learners 1. Introduction Due to the fact that academic writing requires high mental processes in content, organization of thoughts and structure and use of appropriate grammar and mechanics, it necessitates strong critical thinking skills. The intricate nature of the writing skill ascends the anxiety level of the students.

The ensuing anxiety gives rise to de-motivation and discouragement on the part of the students and as a result they may develop negative college term paper writing service attitudes towards writing (Gere, 1987). As far as the type of anxiety is concerned, a three-dimensional conceptualization of anxiety was offered by Cheng (2004): (1) somatic anxiety, (2) cognitive anxiety, and (3) avoidance behaviour. It is generally viewed as related to an increase in the state of unpleasant feelings, like nervousness and tension (Cheng, 2004). These types of writing anxiety signify the physiological, cognitive aspects and the effects of writing anxiety on writing processes and behaviors. Likewise, Daly (1978) also believes that writing anxiety is a situation in which a learner avoids the task of writing in the second language on account of the fact that writing necessitates some amount of formal evaluation by the teacher. Common to all the definitions given above is that fact that there are negative feelings of anxiety that keep learner from writing in the second language. Recently, there have been a moderate number of studies that focus on writing anxiety. According to Hassan (2001), students with low anxiety came up with better quality compositions compared to students with high anxiety.

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The study found that students with high level of anxiety are reluctant to take writing courses. Students with elementary level were also found to suffer higher level of English writing anxiety than the students with intermediate and advanced levels. The study also indicated that the most common type of anxiety was cognitive anxiety, followed by somatic anxiety, and avoidance behavior. In a subsequent study, Cheng (2004) devised the writing anxiety scale entitled Second Language Writing Anxiety Inventory (SLWAI). This inventory was used in the present study since it includes the sub-categories that the study aims to investigate. These sub-categories are cognitive anxiety, avoidance behavior, and somatic anxiety. Salem and Al Dyiar (2014) investigated writing anxiety in relation to writing self-efficacy and found that the relation between writing anxiety and writing self-efficacy was more pervasive with male students. As for the causes of writing anxiety, Abdel-Latif (2007) iterated the factors that lead to Egyptian English major students writing anxiety and low writing self-efficacy. From his summary, six factors emerged and they were lack of linguistic knowledge, low foreign language competence, low self-esteem, poor history of writing achievement, and fear of criticism. However, there are a number of factors that may have serious effects on L2 learners writing ability.

Thus, a high perception of writing self-efficacy is crucial for the development of the writing skill. Students with a high level of self-efficacy have a high level of self-confidence and they believe that they can organize the learning environment in a way conducive to their own learning (Bandura, 1986). Therefore, writing self-efficacy would imply a high sense of efficacy and confidence for the task of writing. L2 learners are expected to have writing self-efficacy in terms of content, design, unity, and accuracy, punctuation. It is almost imperative in the teaching of the writing skill to ensure the cognitive, behavioral and motivational engagement of students, which is facilitated by increased writing self-efficacy. Students with a high level of writing self-efficacy possess strong confidence in writing ability. Those who have a reduced or low level of writing self-efficacy do not have sufficient confidence in the writing skill. Therefore, individual with high level of writing self-efficacy view difficult writing tasks a challenge and work accordingly to resolve the problems that they face (Lavelle, 2006). As we can understand, writing anxiety has been studied to a moderate level in the literature and similarly there are few research studies that focus on writing anxiety. However, there is a lack of studies that focus on the writing self-efficacy and writing anxiety levels of Turkish EFL learners. In addition, there are no studies in the Turkish context that dwell on writing self-efficacy and writing anxiety. Therefore, the present study aims at investigating the Published by Sciedu Press 58 ISSN 1927-6044 E-ISSN1927-6052 www. Thus, the present study aims at answering the following research questions: 1. What is the level of writing self-efficacy for Turkish college term paper writing service EFL university students? What is the level of writing anxiety for Turkish EFL university students and what are its perceived causes?

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