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It is clearly seen that male students in the present study seem to have higher level of writing self-efficacy. T-test results for writing self-efficacy in relation to gender Writing self-efficacy Gender N M F Sig. Female participants seem to cheap custom term paper suffer more from somatic anxiety. Published by Sciedu Press 61 ISSN 1927-6044 E-ISSN1927-6052 www. In order to understand whether there are statistically significant differences between grade levels in terms of writing self-efficacy and writing anxiety, an ANOVA was conducted. Interestingly, third grade students suffer more from somatic anxiety compared to second and fourth grade students. This can be linked to the fact again that they have a research course and this may be the main cause of somatic anxiety. Published by Sciedu Press 62 ISSN 1927-6044 E-ISSN1927-6052 www.

ANOVA results for grade levels and writing self-efficacy and writing anxiety.

The purchase a research paper online results indicate that there are no statistically significant differences between students from different grades in terms of writing self-efficacy. However, as that table indicates, the participants differ significantly in terms of writing anxiety. ANOVA results for grade levels and writing self-efficacy and writing anxiety Variables status N M F Sig.

In order to measure the correlation between writing self-efficacy and writing anxiety, a correlation analysis was carried out. As purchase a research paper online can be seen from the table, there were high positive relationships Published by Sciedu Press 63 ISSN 1927-6044 E-ISSN1927-6052 www. When it comes to the correlation between anxiety and the sub-dimensions of writing self-efficacy, we can see that there are negative correlations between writing self-efficacy and writing anxiety. The results clarify that there is a negative correlation between writing self-efficacy and writing anxiety.

That is to say, as anxiety decreases writing self-efficacy increases. Discussion The primary aim of the present study was to measure the writing self-efficacy and writing anxiety levels of Turkish English Language and Literature department students. As for writing self-efficacy, the present study found that the participants have a moderate level of efficacy in terms of content, design, unity, and accuracy sub-dimensions and they have a high level of writing self-efficacy in terms of punctuation sub-dimension. Therefore, we can say that Turkish EFL students have a moderate level of writing self-efficacy. As for writing anxiety, the study found that the participants have a medium level of cognitive anxiety and somatic anxiety. Finally, Turkish English Language and Literature department students were found to have a considerably medium level of avoidance behavior.

The study also undertook to investigate the causes of writing anxiety. The results indicated the students rated time pressure, negative evaluation of the teacher, and lack of sufficient English writing practice as the most important causes of writing anxiety. In relation to the influence of gender in writing self-efficacy and writing anxiety, the study found statistically significant differences between male and female students.

According to the results of the study, male students ranked higher than female students in terms of design, unity, and accuracy sub-components. There are controversial results in literature as regard the role of gender writing anxiety. The common belief is that male students suffer more anxiety compared to male counterparts. A number of studies found female students have relatively lower levels of writing anxiety (Al-Asmari, 2013). However, there is also a line of research that suggests that female students suffer more anxiety.

Pappamihiel (2002), for example, found that females were much more anxious than males in the mainstream classroom. The results of the present study also found that although there are no differences between male and female students in relation to writing anxiety in general, female students were found to suffer more from somatic anxiety.

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Another aim of the study was to compare students from different grade levels in terms of writing self-efficacy and writing anxiety. The results indicated that there are no statistically significant differences in terms of content, design, and accuracy. However, statistically significant differences were observed in terms of unity and punctuation. As for punctuation, third grade students have the lowest level of self-efficacy beliefs. It was speculated that their self-efficacy beliefs may have been lowered by the fact thesis assistance writing that they have to write a research paper in this term, which is a demanding task for them.

This might have lowered their writing self-efficacy in unity. As for writing anxiety, the variance purchase a research paper online analysis demonstrated that there are no statistically significant differences among grade levels in terms of cognitive anxiety. However, the participants were observed to differ statistically in terms of somatic anxiety and avoidance behavior. Third grade students seem to suffer more from somatic anxiety and second and third grade student tend to doctoral thesis help avoid the writing task compared to fourth grade students.

Published by Sciedu Press 64 ISSN 1927-6044 E-ISSN1927-6052 www.

It is already expected that there should be a negative correlation.

The study produced the results that there were strong negative correlation between writing self-efficacy and writing anxiety.

That is to say, students writing self- efficacy increases as their anxiety decrease. Research also indicates that feedback was found to positively correlate with writing self-efficacy. Therefore, future studies on writing self-efficacy can focus on the role of various models or various feedback methods in Turkish context. The present study found that English Language and Literature department students have moderate to high level of anxiety. This finding was also voiced in other studies that were carried out in Turkey. Jahin (2012) found that peer feedback reduces writing anxiety to a certain extent.

In addition, more studies can be carried out on other variables that may reduce writing anxiety on the part of students. Rezaei, Jafari, and Younas (2014) in their study stated that Iranian students did not have an adequate level of writing self-efficacy and they attributed this to a variety of factors including L2 writing instruction, lack of motivation, L2 writing feedback, lack of target language proficiency and vocabulary, the interference of LI into L2 and psychological variables such as anxiety which is the focus of this study. Similarly, Abdel-Latif (2007) also ascribed low writing self-efficacy and high writing anxiety to factors like lack of sufficient English proficiency, lack of practice in writing, low self-esteem and fear of being assessed. Therefore, future studies on writing self-efficacy can focus on the reasons that cause students to have low level of writing self-efficacy. Box 17551, Alain, United Arab Emirates Correspondence: Sadiq Abdulwahed Ahmed Ismail, Faculty of Education, United Arab Emirates University, P. The study used a mixture of quantitative and qualitative procedures for data collection and analysis.

Adapted strategy questionnaires, writing essay prompts and follow-up questions were utilized for data gathering. Thirty six university students participated in writing three different essays (direct L2 essay, LI essay, and translated essay). Furthermore, the participants responded to strategy questionnaires and answered follow-up questions. The results revealed statistically significant differences between direct and translated writing in favor of the first one. No significant differences between direct and translated writing in the use of strategies were found. Based on the results, the study ended with some recommendations to assist and direct future research.

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