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Factors Impacting Writing Reflections, Anxiety, and Motivation: A Case Study of EFL Level 1 Students at King Khalid University. KSA


Dr. Karem Abdelatif Ahmed Mohamed and Dr. Ahlullah Siddiqui
Abstract

This study aims to examine factors impacting writing reflections, anxiety, and motivation on EFL Level 1 students at King Khalid University, Saudi Arabia. Sufficient training and practice in building confidence in their writing skill was given to experimental group of students. Whereas, the control group of students were taught through prevalent traditional means and there was no input or interference to the instructors teaching the same level of students in different sections. Tools of the study included openended questions, interviews, and pre- and post-study questionnaires. To improve students writing reflections, lower anxiety, and motivate them to do better and develop interest and confidence in them dialogue journal writing technique was used. The result shows that this technique improved the studentsā€˜ intrinsic writing motivation. It also reduced their writing anxiety. The students exhibited noticeable positive attitudes toward dialogue journal writing and confirmed that it was an important tool for self-understanding and self-growth. They also indicated that this technique allowed them to consider something new; built their self-confidence and allowed them to get along better with others; shaped their writing outlook as they practiced sharing their ideas, feelings, and self-perceptions with their peers and classmates. It also gave them the chance to reflect on their daily lives. (T) Test was used to analyze obtained data. Pedagogical implications for (EFL) writing instruction are provided.

Volume 12 | 07-Special Issue

Pages: 721-732

DOI: 10.5373/JARDCS/V12SP7/20202162