A journal of Maliheh Rezaeiand and Mohammad

Title Jafari et al 2015, “Investigating the Levels, Types, Bibliograph ic:

and Causes of Writing Anxiety among Iranian EFL Detail of the text
Students: A Mixed Method Design”, International
Conference on Current Trends in ELT, Maliheh
Rezaei and Mohammad Jafari / Procedia - Social
and Behavioral Sciences 98 ( 2014 ) 1545 – 1554.

Anxiety, as a main source of difficulty, has long been Reporting verbs

Introduction recognized as an obstacle in second language
learning by researchers, teachers and students.
Introductiont the Second language anxiety is defined as the feeling of
author & topic tension and apprehension specially associated with Sentence themes
area second language contexts, including speaking, focus on the text
listening, and writing. This study aimed to examined
Present the aim of the levels, types and causes of writing anxiety among
the study Iranian EFL students. The study showed high levels
of writing anxiety among iranian EFL students which
were mainly cognitive, as reflected in preoccupation
with performance and high expectations, and were Transition signals
Key Finding due to fear of teacher’s negative feedback, low self-
provide structure
confidence and poor linguistic knowledge, These
findings suggest that educational goals in Iran should and coherence
develop a clear understanding of the learners’ writing
needs,and reduce the fear of being evaluated and
Reviewer’s judged on the basis of writing ability and roficiency.
judgement The reseachers collect the data was analyzed using
both qualitative and quantitative methods of data
Conclusion analysis. In other words, a mixed study design was
utilized to validate the data by means of
summarises Modality used to
triangulation. More specifically, to obtain the level,
reviewers’s types and causes of writing anxiety experienced by express certainty &
Iranian student writers, theanswers to questionnaires limit
1 and 2 were analyzed descriptively (frequency and overgeneralising
mean) using SPSS based on henumber of students
who chose each item. Therefore the findings of this
mixed method design study indicated a high level of
writing anxiety, with cognitive anxiety as its main
Offers type, as reflected in pre occupation with performance
recomendation and high expectations, and fear of teacher’s negative
feedback, low self-confidence and poor linguistic
Qualifies knowledge as its main sources. It was concluded that
reviewer’s educational system in Iran and classroom practices,
judgement in particular, are chiefly responsible for this deficit
and it was suggested that they should move toward a
more non-judgemental and less-threatening pproach,
focusing on EFL students’ writing needs and
xpectations than setting far-achieved goals and Consesive clauses
Offers
recomendation putting pressure for perfect work. In summary, the assist in expressing
results of the interview confirmed the data obtained a mixed
from the CWAI. It was concluded that students
suffer from nervousness as far as writing is
 [Type sidebar content. A
sidebar is a standalone
supplement to the main
concerned due to poor linguistic knowledge, fear of document. It is often aligned
Qualifies reviewer’s negative evaluation and writing exams along with on the left or right of the
judgement time constraints, and lack of motivation or interest page, or located at the top or
in writing. bottom. Use the Text Box
Tools tab to change the
formatting of the sidebar text
box.

Type sidebar content. A

Joko Supriyanto (3E) sidebar is a standalone
supplement to the main
2109160080 document. It is often aligned
on the left or right of the
page, or located at the top or
bottom. Use the Text Box
Tools tab to change the
formatting of the sidebar text
box.]