Jordanian PhD students' EFL writing apprehension

Although studies on writing apprehension on native learners of English have been done extensively, studies on English as a foreign language (EFL) learners are scant. In fact, limited studies have examined writing apprehension experienced by EFL postgraduate learners, in particular written academic d...

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Main Author:	Huwari, Ibrahim Fathi Mohammad
Format:	Thesis
Language:	eng eng
Published:	2014
Subjects:	LB2300 Higher Education
Online Access:	https://etd.uum.edu.my/4498/1/s93277.pdf https://etd.uum.edu.my/4498/2/s93277_abstract.pdf
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id	my-uum-etd.4498
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Abd Aziz, Noor Hashima
topic	LB2300 Higher Education LB2300 Higher Education
spellingShingle	LB2300 Higher Education LB2300 Higher Education Huwari, Ibrahim Fathi Mohammad Jordanian PhD students' EFL writing apprehension
description	Although studies on writing apprehension on native learners of English have been done extensively, studies on English as a foreign language (EFL) learners are scant. In fact, limited studies have examined writing apprehension experienced by EFL postgraduate learners, in particular written academic discourse. Therefore, the study focused on writing apprehension experienced by Jordanian EFL learners when writing their PhD thesis in Malaysia. The objectives of the study were to explore the causes of writing apprehension, to explain the effects of writing apprehension, and to identify the strategies that the Jordanian PhD students used to reduce writing apprehension. Two theories were used in this study, namely Affective theory and socio-cognitive theory. In this qualitative case study, three techniques of data collection were used: interviewing 21 Jordanian PhD students, interviewing nine supervisors, and also analysing nine PhD proposals. Four main themes emerged pertaining to causes of writing apprehension which are Lack of knowledge in English structure, Negative attitude toward writing, Negative writing experience in the past, and Inadequate knowledge in academic writing. Three main themes which emerged in relation to the effects of writing apprehension were Personal effects, Social effects, and Academic effects. In relation to the strategies employed to reduce writing apprehension, four main strategies were found. They are Behavior strategy, Expert review and feedback strategy, Cognitive strategy, and Affective strategy. The study concluded that writing apprehension was a prevalent phenomenon among the students. All the students admitted experiencing a certain level of writing apprehension either low, moderate or high level. The study contributes to the body of knowledge on writing apprehension related to causes, effects and coping strategies. It highlights internal and external factors which contribute to writing apprehension
format	Thesis
qualification_name	other
author	Huwari, Ibrahim Fathi Mohammad
author_facet	Huwari, Ibrahim Fathi Mohammad
author_sort	Huwari, Ibrahim Fathi Mohammad
title	Jordanian PhD students' EFL writing apprehension
title_short	Jordanian PhD students' EFL writing apprehension
title_full	Jordanian PhD students' EFL writing apprehension
title_fullStr	Jordanian PhD students' EFL writing apprehension
title_full_unstemmed	Jordanian PhD students' EFL writing apprehension
title_sort	jordanian phd students' efl writing apprehension
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2014
url	https://etd.uum.edu.my/4498/1/s93277.pdf https://etd.uum.edu.my/4498/2/s93277_abstract.pdf
_version_	1747827748742627328
spelling	my-uum-etd.44982022-05-23T01:32:05Z Jordanian PhD students' EFL writing apprehension 2014 Huwari, Ibrahim Fathi Mohammad Abd Aziz, Noor Hashima Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts and Sciences LB2300 Higher Education P Philology. Linguistics Although studies on writing apprehension on native learners of English have been done extensively, studies on English as a foreign language (EFL) learners are scant. In fact, limited studies have examined writing apprehension experienced by EFL postgraduate learners, in particular written academic discourse. Therefore, the study focused on writing apprehension experienced by Jordanian EFL learners when writing their PhD thesis in Malaysia. The objectives of the study were to explore the causes of writing apprehension, to explain the effects of writing apprehension, and to identify the strategies that the Jordanian PhD students used to reduce writing apprehension. Two theories were used in this study, namely Affective theory and socio-cognitive theory. In this qualitative case study, three techniques of data collection were used: interviewing 21 Jordanian PhD students, interviewing nine supervisors, and also analysing nine PhD proposals. Four main themes emerged pertaining to causes of writing apprehension which are Lack of knowledge in English structure, Negative attitude toward writing, Negative writing experience in the past, and Inadequate knowledge in academic writing. Three main themes which emerged in relation to the effects of writing apprehension were Personal effects, Social effects, and Academic effects. In relation to the strategies employed to reduce writing apprehension, four main strategies were found. They are Behavior strategy, Expert review and feedback strategy, Cognitive strategy, and Affective strategy. The study concluded that writing apprehension was a prevalent phenomenon among the students. All the students admitted experiencing a certain level of writing apprehension either low, moderate or high level. The study contributes to the body of knowledge on writing apprehension related to causes, effects and coping strategies. It highlights internal and external factors which contribute to writing apprehension 2014 Thesis https://etd.uum.edu.my/4498/ https://etd.uum.edu.my/4498/1/s93277.pdf text eng public https://etd.uum.edu.my/4498/2/s93277_abstract.pdf text eng public other Universiti Utara Malaysia Abbad, A. T. (1988). An analysis of communicative competence features in English language texts in Yemen Arab republic (Unpublished doctoral dissertation). University of Illinois Urbana-Champaign, United States. Abdul Haq, F. (1982). An analysis of syntactic errors in the composition of Jordanian secondary students (Unpublished master’s Thesis). Yarmouk University, Jordan. Abdul-Fattah, H. S. (1995). FL writing apprehension of university students. 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