Critical Thinking, Writing Strategy Use, L2 Writing Anxiety and L2 Writing Performance: What are the Relations?

Document Type : Research Paper

Authors

1 Department of English Language, Bu-Ali Sina University, Hamedan, Iran

2 Department of English, Bu-Ali Sina University, Hamedan, Iran

10.22034/elt.2020.10683

Abstract

Abstract
The present study examined relationships among critical thinking, writing strategy use, second/foreign language (L2) writing anxiety, and L2 writing performance of Iranian English as a foreign language (EFL) learners. To this end, 100 homogenized EFL learners (57 female learners and 43 male learners) filled out Facione and Facione’s (1993) California Critical Thinking Skills Test-form B (CCRST), Petric and Czarl’s (2003) Writing Strategy Questionnaire (WSQ), Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI), and the second task of the academic version of IELTS exam. Multiple correlation analyses revealed a significant positive relationship between L2 writing performance and writing strategy use; and L2 writing performance and critical thinking. Results also revealed a significant negative relationship between L2 writing performance and L2 writing anxiety. Furthermore, it was found that L2 writing anxiety was a stronger predictor of L2 writing performance. Additionally, the results of one-way MANOVA showed a significant difference between Iranian male and female EFL learners regarding both their L2 writing performance and L2 writing anxiety. These results emphasize the inclusion of pre-planned writing sessions for Iranian EFL learners which can help foster critical thinking skills and writing strategy use, reduce L2 writing anxiety and hopefully, improve their L2 writing ability.

Key words: Critical thinking, EFL learners, L2 writing anxiety, L2 writing performance,
writing strategy use.

Keywords


Article Title [فارسی]

تفکر انتقادی، استفاده از راهبردهای نوشتن، اضطراب نگارش به زبان دوم و نوشتن به زبان دوم: چه روابطی وجود دارند؟

Authors [فارسی]

  • الاهه ساعدپناه 1
  • محمد هادی محمودی 2
2 گروه زبان انگلیسی، دانشگاه بوعلی سینا، همدان، ایران
Abstract [فارسی]

چکیده
تحقیق حاضر همبستگی میان تفکر انتقادی، استراتژی های نوشتن به زبان دوم، اضطراب نگارش به زبان دوم و توانایی نگارش به زبان دوم زبان آموزان ایرانی را با در نظرگرفتن جنسیت آن ها مورد بررسی قرارداده است. دراین راستا، ۱۰۰ زبان آموز همگن شده (۵۷ نفرخانم و ۴۳ نفرآقا) با تکمیل کردن آزمون تفکر انتقادی فرم (ب) (فاسیون و فاسیون، 1993)، پرسشنامه‌ی استراتژی‌های نگارش (پتریک و سیزارل،2003 )، پرسشنامه‌ی اضطراب نگارش به زبان دوم (چنگ،2004 ) و فعالیت دوم آزمون نوشتاری آیلتس در این تحقیق شرکت کردند. نتایج همبستگی چندگانه حاکی از آن بود که همبستگی مثبت و معناداری میان توانایی نگارش و استفاده از استراتژی‌های نگارش، توانایی نگارش و تفکر انتقادی وجود دارد. از طرف دیگر رابطه‌ی معکوس و معناداری میان توانایی نگارش و اضطراب نگارش به زبان دوم مشاهده شد. براساس یافته‌های رگرسیون چندگانه مشخص شد که از میان متغییرهای مستقل اضطراب نگارش به زبان دوم پیش بینی کننده قوی‌تری برای توانایی نگارش زبان‌آموزان است. همچنین نتایج بدست آمده از آزمون تحلیل واریانس چند متغیره نشان داد که تفاوت معناداری بین زبان آموزان ایرانی مذکر و مونث از نظر سطح توانایی نگارش و اضطراب نگارش به زبان دوم آنها وجود دارد. نتایج این تحقیق می‌تواند موید نیاز به توجه به عوامل مختلف روان شناختی در کلاس‌های هدفمند نگارش مانند آموزش مهارت‌های تفکر انتقادی و تشویق به استفاده بیشتر از استراتژی‌های نگارش باشد که می تواند باعث کاهش اضطراب در زمان نگارش و در نهایت، بهبود مهارت نگارش به زبان دوم در زبان‌آموزان شود.
واژه های کلیدی: تفکرانتقادی، زبان آموزان انگلیسی، اضطراب نگارش به زبان دوم، توانایی نگارش به زبان دوم، استراتژی‌های نگارش.

Keywords [فارسی]

  • تفکرانتقادی
  • زبان آموزان انگلیسی
  • اضطراب نگارش به زبان دوم
  • توانایی نگارش به زبان دوم
  • استراتژی‌های نگارش
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