Abstract
The aim of this study was to determine and investigate the writing anxiety of Syrian refugees learning Turkish as a foreign language in Turkey according to different variables. The study group of the research, in which survey model was used, consisted of 214 Syrian refugees chosen via purposive sampling method and who learn Turkish as a foreign language in Turkey. “Writing Anxiety Scale for Learners of Turkish as a Foreign Language” was used as data gathering tool in the research. In the analysis process, firstly normality test was conducted and it was determined that it indicated normal distribution. Accordingly, t-test was used in pair independent samples, and one-way ANOVA test was used in multi-group comparisons. As a result of the research, it was determined that writing anxiety level of the Syrian refugees learning Turkish as a foreign language (L2) in Turkey, was at medium level and also their writing anxiety was caused by environmental/social factors rather than internal/mental factors. In addition, when the situation was evaluated according to their language levels, it was determined that students at B2 level had the highest level of anxiety; and that using Turkish in social media reduces the action-oriented anxiety of the students. When the participants’ writing anxiety was investigated according to gender, age, and time spent in Turkey it was found that a significant difference was not indicated.
Highlights
Writing, which is defined as expressing what an individual hears, sees, thinks, designs and experiences processing mentally with symbols according to certain rules, is the skill that requires most practice among language skills (Sever, 2004; Özbay, 2006; Göçer, 2007; Karatay & Aksu, 2017)
Conducting their self-developed writing anxiety scale to the study group, which mostly consisted of Turkish students, Maden, Dinçel, and Maden (2015), found that students mostly feel anxious while writing in Turkish, and their anxiety levels differ depending on factors such as nationality, alphabet difference, and reading habits
The purpose of this research is to determine and investigate the writing anxiety of Syrian refugees learning Turkish as a foreign language (L2) in Turkey according to different variables
Summary
Writing, which is defined as expressing what an individual hears, sees, thinks, designs and experiences processing mentally with symbols according to certain rules, is the skill that requires most practice among language skills (Sever, 2004; Özbay, 2006; Göçer, 2007; Karatay & Aksu, 2017). Individual thinks and feels while writing (Cheng, 2002) In this process, as in other language skills, it is known that various emotional states affect success in a positive or negative way. Studying the writing anxiety of learners of Turkish as a foreign language at the University of Jordan, İşcan (2015) found that somatic (physical) and social anxiety levels of the students were high and their cognitive anxiety levels were at low level Conducting their self-developed writing anxiety scale to the study group, which mostly consisted of Turkish students, Maden, Dinçel, and Maden (2015), found that students mostly feel anxious while writing in Turkish, and their anxiety levels differ depending on factors such as nationality, alphabet difference, and reading habits. Determine and investigate the writing anxiety of Syrian refugees studying in Turkey according to different variables
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