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

Year 2020, Volume: 8 Issue: 1, 147 - 162, 24.02.2020

Oktay Yağız Kemalettin Yiğiter Nalan Büyükkantarcıoğlu

https://doi.org/10.18506/anemon.599623

Abstract




















Bu kapsam incelemesi, ikinci dil yazım sürecindeki psikolojik unsurları nedensellik ve korelasyona dayanan yayınlanmış araştırmalar bakımından incelemek ve yeni çalışmalar için eksik noktaları bulmayı amaçlamıştır. Kapsam incelemeleri, meta-analiz çalışmaları için son derece yararlı kaynaklar olarak bilinir ve ilgili araştırma konusunun değeri ve eksik yönlerini gösterir. İlgili araştırmalar yazma kaygısına yoğunlaşmakla birlikte çalışmaların diğer psikolojik değişkenleri göz ardı etme eğiliminde olduklarını göstermiştir. Bu çalışmalar çoğunlukla nicel araştırma metodu kullanmıştır. Nedenselliğe ve korelasyona dayanan çalışmalar, psikolojik güçlüklerin ikinci dilde yazım başarısı ve performansı olumsuz yönde etkilediğini desteklemektedir. Korelasyon çalışmaları da aynı doğrultuda bu psikolojik değişkenlerin etkisi ile yazma başarısı ve süreci konusunda negatif yönlü bir ilişkiden bahsetmektedir. Ayrıca sonuçlar, araştırmalarda pilot çalışma, farklı türde katılımcı grubu ve daha çok katılımcı ihtiyacını vurgulamaktadır.

Keywords

ikinci dilde yazma İkinci dilde duygusal unsurlar Kapsam incelemesi araştırmaları

References

  • 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.pdf
  • 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.gunma-u.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?accountid=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.

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

Year 2020, Volume: 8 Issue: 1, 147 - 162, 24.02.2020

Oktay Yağız Kemalettin Yiğiter Nalan Büyükkantarcıoğlu

https://doi.org/10.18506/anemon.599623

Abstract

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.

Keywords

L2 writing L2 affective issues Scoping review

References

  • 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.pdf
  • 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.gunma-u.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?accountid=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.
There are 35 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Oktay Yağız 0000-0001-7076-7774

Kemalettin Yiğiter 0000-0001-7076-7774

Nalan Büyükkantarcıoğlu 0000-0001-7076-7774

Publication Date February 24, 2020
Acceptance Date September 2, 2019
Published in Issue Year 2020 Volume: 8 Issue: 1

Cite

APA Yağız, O., Yiğiter, K., & Büyükkantarcıoğlu, N. (2020). The Affective Domains in L2 Writing Research in Terms of Causality and Correlation: A Scoping Review. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 8(1), 147-162. https://doi.org/10.18506/anemon.599623
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