Abstract
The study aimed to determine the relationship between writing anxiety and writing self-efficacy of students learning Turkish as a foreign language. The study sample consisted of 247 international students at B1 and B2 levels at the Turkish Education Application and Research Center of a foundation university. The Writing Anxiety Scale for Learners of Turkish as a Foreign Language, developed by Şen and Boylu (2017), was used to determine students’ writing anxiety. There were 13 items and two factors on the scale: Action-Oriented Anxiety and Environmental Oriented Anxiety. The Writing Self-Efficacy Scale for Turkish Students who Learn Turkish was developed by Büyükikiz (2012) to determine the students’ writing self-efficacy. This two-factor scale had 16 items and explained 56.85% of the variance. The research was designed based on the relational screening model. SPSS 21.0 package programs were used to analyze the data. The study results indicated a significant positive relationship between writing anxiety and writing self-efficacy of students who learned Turkish as a foreign language. Besides, there was no significant difference between the Turkish learners’ scores from the writing anxiety scale and their language level.
Highlights
Writing is the correct and elaborate communication of feelings, thoughts, wishes, and events within specific rules and symbols (Özbay, 2011, p. 5)
The study results indicated a significant positive relationship between writing anxiety and writing self-efficacy of students who learned Turkish as a foreign language
This study aimed to determine the relationship between writing anxiety and students’ writing self-efficacy who learned Turkish as a foreign language
Summary
Writing is the correct and elaborate communication of feelings, thoughts, wishes, and events within specific rules and symbols (Özbay, 2011, p. 5). Several affective factors, such as self-efficacy and anxiety, are influential in the acquisition of writing skills. Self-efficacy, which is defined as the “situational awareness of a person about their capacity to perform a specific action successfully” (Bandura, 1982), is one of the most critical factors in the acquisition and development of writing skills. One’s self-efficacy beliefs play a role in the amount of effort on specific tasks, the perseverance in solving problems, and coping and recovery skills against adverse situations. Self-efficacy beliefs affect the amount of anxiety and stress when individuals are involved in an activity. A higher sense of self-efficacy indicates greater effort, persistence, and flexibility. Self-efficacy beliefs substantially determine the achievements (Pajares & Miller, 1994; Wood & Bandura, 1989, p. 366; Demir, 2014, p. 28)
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