Oktay YAĞIZ, Nalan BÜYÜKKANTARCIOĞLU, Kemalettin YİĞİTER

İkinci Dil Yazım Araştırmalarında Nedensellik ve Korelasyon Bakımından Duygusal Alanlar: Bir Kapsam İncelemesi*

Bu kapsam incelemesi, ikinci dil yazım sürecindeki psikolojik unsurları nedensellik ve korelasyonadayanan yayınlanmış araştırmalar bakımından incelemek ve yeni çalışmalar için eksik noktalarıbulmayı amaçlamıştır. Kapsam incelemeleri, meta-analiz çalışmaları için son derece yararlıkaynaklar olarak bilinir ve ilgili araştırma konusunun değeri ve eksik yönlerini gösterir. İlgiliaraştırmalar yazma kaygısına yoğunlaşmakla birlikte çalışmaların diğer psikolojik değişkenleri gözardı etme eğiliminde olduklarını göstermiştir. Bu çalışmalar çoğunlukla nicel araştırma metodukullanmıştır. Nedenselliğe ve korelasyona dayanan çalışmalar, psikolojik güçlüklerin ikinci dildeyazım başarısı ve performansı olumsuz yönde etkilediğini desteklemektedir. Korelasyon çalışmalarıda aynı doğrultuda bu psikolojik değişkenlerin etkisi ile yazma başarısı ve süreci konusunda negatifyönlü bir ilişkiden bahsetmektedir. Ayrıca sonuçlar, araştırmalarda pilot çalışma, farklı türdekatılımcı grubu ve daha çok katılımcı ihtiyacını vurgulamaktadır.

The Affective Domains in L2 Writing Research in Terms of Causality and Correlation: A Scoping Review

This scoping review aimed at reviewing the research into the affective issues in L2 writing in terms of causality and correlation and to find out any gaps for further studies. Scoping reviews are recognized as useful studies for meta-analyses since they display value and inadequacy in a research theme. Results showed that relevant research focused on writing anxiety and tended to ignore other affective variables The studies often used quantitative research designs. Causal and correlational research supports that affective constraints negatively affect writing achievement. Correlational studies concluded that there is a negative correlation between the impact of these affective variables, writing performance and process. The need of piloting, different and larger participant groups was also highlighted.

PDF

___

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78, 155–168. DOI: 10.1111/j.1540-4781.1994.tb02026.x
Alrabai, F. (2015). The influence of teachers' anxiety-reducing strategies on learners' foreign language anxiety. Innovation in Language Learning and Teaching, 9(2), 163-190. DOI: 10.1080/17501229.2014.890203
Anderson, S., Allen, P., Peckham, S., & Goodwin, N. (2008). Asking the right questions: scoping studies in the commissioning of research on the organization and delivery of health services. Health Research Policy and Systems, 6(1), 7. DOI: 10.1186/1478-4505-6-7
Arksey, H., & O'Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32. DOI: 10.1080/1364557032000119616
Boice, R. (1985). Cognitive components of blocking. Written Communication, 2(1), 91-104. DOI: 10.1177/0741088385002001006
Centre for Reviews and Dissemination. Systematic Reviews: CRD's Advice for Undertaking Reviews in Health Care. York: Centre for Reviews and Dissemination, 2008.) Retrieved from https://www.york.ac.uk/media/crd/Systematic_Reviews.p df
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446. DOI: 10.1111/0023-8333.00095
Colquhoun, H. L., Levac, D., O'Brien, K. K., Straus, S., Tricco, A. C., Perrier, L., ... & Moher, D. (2014). Scoping reviews: time for clarity in definition, methods, and reporting. Journal of Clinical Epidemiology, 67(12), 1291-1294. DOI: 10.1016/j.jclinepi.2014.03.013
Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9(3), 242-249. Retrieved from http://www.jstor.org/stable/40170632
Derrick, D. J. (2016). Instrument reporting practices in second language research. TESOL Quarterly, 50, 132–153. DOI: 10.1002/tesq.217 Ehrich, K., Freeman, G. K., Richards, S. C., Robinson,
I. C., & Shepperd, S. (2002). How to do a scoping exercise: continuity of care. Research, Policy, and Planning, 20(1), 25-29. Retrieved from https://eprints.soton.ac.uk/id/eprint/33560
Fujieda, Y. (2006). A brief historical sketch of second language writing studies: A retrospective. Kyoai Gakuen Maebashi Kokusai Daigaku Ronsyuu, 6, 59-72. Retrieved from https://gair.media.gunmau.ac.jp/dspace/bitstream/10087/7276/1/2006- fujieda.pdf
Gkonou, M. Daubney, & J. Dewaele (Eds.), New insights into language anxiety (pp. 177e197). Bristol: Multilingual Matters.
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. DOI: 10.1037/0022-0663.99.3.445
Guiora, A. Z. (1983). The Dialectic of Language Acquisition. Language Learning, 33(5), 3-12. Retrieved from https://eric.ed.gov/?id=EJ299816
Guo, Y., Xu, J., & Liu, X. (2018). English language learners’ use of self-regulatory strategies for foreign language anxiety in China. System, 76, 49-61. DOI: 10.1016/j.system.2018.05.001
Hewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam performance: A replication of Phillips’s MLJ study. The Modern Language Journal, 96, 170-189. DOI: 10.1111/j.1540- 4781.2011.01174.x
Holladay, S. A. (1981). Writing anxiety: What research tells us. Retrieved from http://eric.ed.gov/?id=ED216393
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126. DOI: 10.1017/S0267190501000071
Horwitz, E. K. (2017). On the misreading of Horwitz,
Horwitz, and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In C. Gkonou, M. Daubney, & J. M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 31–50). Bristol, UK: Multilingual Matters.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. DOI: 10.1111/j.1540-4781.1986.tb05256.x
Horwitz, E. K.,(2001). Language anxiety and achievement, Annual Review of Applied Linguistics, 21, 112–126. DOI:10.1017/S0267190501000071
Horwitz, E., & Young, D. J. (1991). Language anxiety. Englewood Cliffs.
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21, 390– 403. DOI: 10.1016/j.jslw.2012.09.003
Limpo, T. (2018). Development of a short measure of writing apprehension: Validity evidence and association with writing frequency, process, and performance. Learning and Instruction, 58, 115-125. DOI:10.1016/j.learninstruc.2018.06.001
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92, 71- 86. DOI: 10.1111/j.1540-4781.2008.00687.x
Macayan, J. V., Quinto, E. J. M., Otsuka, J. C., & Cueto, A. B. S. (2018). Influence of Language Learning Anxiety on L2 Speaking and Writing of Filipino Engineering Students. 3L: The Southeast Asian Journal of English Language Studies, 24(1), 40 – 55. DOI: 10.17576/3L-2018-2401-04
MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J. M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications. Bristol, UK: Multilingual Matters.
MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41, 85–117. DOI: 10.1111/j.1467-1770.1991.tb00677.x
Mays, N., Pope, C., & Popay, J. (2005). Systematically reviewing qualitative and quantitative evidence to inform management and policy-making in the health field. Journal of Health Services Research and Policy, 10(1), 6–20. DOI: 10.1258/1355819054308576
Oxford, R. L. (2016). Anxious language learners can change their minds: Ideas and strategies from traditional psychology and positive psychology. New insights into language anxiety: Theory, research, and educational implications. Bristol, UK: Multilingual Matters.
Pajares, F., & Johnson, M. J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 313-331. Retrieved from http://www.jstor.org/stable/40171341
Rahilly, M. K. (2004). Affective, literacy, and cultural influences on the development of English composition skills: Perceptions and experiences of adult ESL students in academic ESL writing programs (Unpublished doctoral dissertation). Available from ProQuest Dissertations & Theses Full-Text database (UMI No: 3123123). Retrieved from http://search.proquest.com/docview/305049445?accounti d=16645
Rose, M., & Rose, M. A. (2009). Writer's block: The cognitive dimension. SIU Press.
Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28, 129–142. DOI: 10.1111/j.1467-1770.1978.tb00309.x
Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19, 439–445. DOI: 10.1111/j.1944-9720.1986.tb01032.
Abbas, S., & Abdulbaqi Al-bakri, S. (2018). The Effect of Pair Writing Technique on Iraqi EFL University Students' Writing Performance and Anxiety. Arab World English Journal, 9(2), 23-37. DOI: https://dx.doi.org/10.24093/awej/vol9no2.2
Abdel Latif, M. M. (2015). Sources of L2 writing apprehension: A study of Egyptian university students. Journal of Research in Reading, 38(2), 194-212. DOI: 10.1111/j.1467-9817.2012.01549.x
Abdullah, M. Y., Hussin, S., & Shakir, M. (2018). The Effect of Peers’ and Teacher’s E-Feedback on Writing Anxiety Level Through CMC Applications. International Journal of Emerging Technologies in Learning, 13(11), 196-207. DOI: 10.3991/ijet.v13i11.8448
Chen, M. C., & Lin, H. J. (2009). Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test. Perceptual and Motor Skills, 109(2), 420-430. DOI: 10.2466/PMS.109.2.420-430
Chen, P. J. (2016). Learners' metalinguistic and affective performance in blogging to write. Computer Assisted Language Learning, 29(4), 790-814. DOI:10.1080/09588221.2015.1068813
Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign language annals, 35(6), 647-656. DOI: 10.1111/j.1944- 9720.2002.tb01903.x
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446. DOI: 10.1111/0023-8333.00095
Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44-59. DOI:10.1016/j.jslw.2018.03.001
Huerta, M., Goodson, P., Beigi, M., & Chlup, D. (2017). Graduate students as academic writers: writing anxiety, self-efficacy, and emotional intelligence. Higher Education Research & Development, 36(4), 716-729. DOI:10.1080/07294360.2016.1238881
Lee, S. Y. (2005). Facilitating and inhibiting factors in English as a foreign language writing performance: A model testing with structural equation modeling. Language learning, 55(2), 335-374. DOI: 10.1111/j.0023- 8333.2005.00306.x
Lee, S. Y., & Krashen, S. (2003). Writer's block in a Chinese sample. Perceptual and motor skills, 97(2), 537-542. DOI: 10.2466/PMS.97.5.537-542
Limpo, T. (2018). Development of a short measure of writing apprehension: Validity evidence and association with writing frequency, process, and performance. Learning and Instruction, 58, 115-125. DOI:10.1016/j.learninstruc.2018.06.001
Limpo, T., & Alves, R. (2017). Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy. DOI:10.17239/jowr2017.09.02.01
Macayan, J. V., Quinto, E. J. M., Otsuka, J. C., & Cueto, A. B. S. (2018). Influence of Language Learning Anxiety on L2 Speaking and Writing of Filipino Engineering Students. 3L: The Southeast Asian Journal of English Language Studies, 24(1), 40 – 55. DOI: 10.17576/3L-2018-2401-04
Mitchell, K. M., Harrigan, T., & McMillan, D. E. (2017). Writing self‐ efficacy in nursing students: The influence of a discipline‐ specific writing environment. Nursing Open, 4(4), 240-250. DOI: 10.1002/nop2.90
Pae, T. I. (2012). Skill-based L2 anxieties revisited: Their intrarelations and the inter-relations with general foreign language anxiety. Applied linguistics, 34(2), 232-252. DOI:10.1093/applin/ams041
Rayner, G., Papakonstantinou, T., & Gleadow, R. (2016). Comparing the self-efficacy and writing-related abilities of native and non-native English-speaking students. Cogent Education, 3(1), 1179164. DOI:10.1080/2331186X.2016.1179164
Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing selfefficacy. The Language Learning Journal, 46(2), 87-102. DOI:10.1080/09571736.2014.958190
Tsao, J. J., Tseng, W. T., & Wang, C. (2017). The effects of writing anxiety and motivation on EFL college students’ self-evaluative judgments of corrective feedback. Psychological Reports, 120(2), 219-241. DOI:10.1177/0033294116687123
Tsiriotakis, I. K., Vassilaki, E., Spantidakis, I., & Stavrou, N. A. (2017). The examination of the effects of writing strategy-based procedural facilitative environments on students' English foreign language writing anxiety levels. Frontiers in Psychology, 7, 2074. DOI: 10.3389/fpsyg.2016.02074
Williams, J. D., & Takaku, S. (2011). Help-seeking, selfefficacy, and writing performance among college students. Journal of writing research, 3(1), 1-18. DOI: 10.17239/jowr- 2011.03.01.1
Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510-522.
DOI:10.1016/j.system.2011.10.017 Xiu Yan, J., & Wang, H. (2012). Second language writing anxiety and translation: Performance in a Hong Kong tertiary translation class. The Interpreter and Translator Trainer, 6(2), 171-194. DOI: 10.1080/13556509.2012.10798835
Zabihi, R. (2018). The role of cognitive and affective factors in measures of L2 writing. Written Communication, 35(1), 32-57.DOI: 10.1177/00332941166871.