Exploring Anxiety and Self-Efficacy in Writing: a Case of an English Preparatory Program

Selen Göncü; Enisa Mede

doi:10.18172/jes.4746

Autores/as

Selen Göncü Bahçeşehir University
Enisa Mede Bahçeşehir University https://orcid.org/0000-0002-6555-5248

DOI:

https://doi.org/10.18172/jes.4746

Palabras clave:

destrezas lingüísticas, escritura, ansiedad ante la escritura, autoeficacia ante la escritura, causas de la ansiedad, estudiantes de ILE

Resumen

Este artículo investiga el nivel y tipo de ansiedad que desarrollan los estudiantes turcos de ILE y cuáles son las causas que perciben los propios estudiantes y sus instructores. Además, se examina la autoeficacia de los estudiantes de ILE en la producción escrita, y con estos resultados se establece y se investiga la relación entre la ansiedad y la autoeficacia que surge ante la escritura en las clases de ILE. En el estudio han participado 176 estudiantes turcos de ILE de nivel pre-intermedio (A2, nivel intermedio) matriculados en un programa de preparación de idioma ofertado por la universidad pública de Estambul y 6 instructores. Los datos han sido recogidos tanto cuantitativamente como cualitativamente usando the Second Language Writing Anxiety Inventory (SLWAI), Self-efficacy in Writing Scale (SWS), Causes of Writing Anxiety Inventory (CWAI), y entrevistas semiestructuradas. Los resultandos han revelado que los estudiantes sufren una ansiedad alta o moderada cuando se enfrentan a la producción escrita en inglés, y la mayoría sufre ansiedad cognitiva. Su nivel de autoeficacia es también moderado, y se da una correlación negativa entre la autoeficacia y la ansiedad. Estos resultados sugieren implicaciones relativas a cómo hacer frente a la ansiedad y la autoeficacia durante las clases de producción escrita de los programas de preparación de idioma.

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