A measure of second language writing anxiety: Scale development and preliminary validation

By Yuh-Show Cheng. 2004

653 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/65198ea4de31dfa0180ed208f5f585107b1990a6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Jamal Hamed Jahin
2. Y. Teimouri
3. Sevdeğer Çeçen
4. Somayeh Tahmouresi
5. Gülin Dağdeviren Kırmızı
6. Mostafa Papi
7. R. Zabihi
8. Sabariah Md Rashid

In Education

1. Somayeh Tahmouresi
2. Gülin Dağdeviren Kırmızı
3. Özkan Kırmızı
4. Jamal Hamed Jahin
5. Y. Teimouri
6. Sevdeğer Çeçen
7. Mostafa Papi
8. R. Zabihi

In Language and Linguistics

1. Y. Teimouri
2. Somayeh Tahmouresi
3. Mostafa Papi
4. Luke Plonsky
5. Julia Goetze
6. Gülin Dağdeviren Kırmızı
7. Özkan Kırmızı
8. Ali H. Al-Hoorie

Citations in the corpus

• The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners (2019, methodology): “Data were collected via four instruments, namely, a descriptive writing task and three different questionnaires: SLWAI (Cheng, 2004), WSPS (Bottomley et al., 1998), and AGQ (Elliot & Church, 1997), which are described below.”
• SECOND LANGUAGE ANXIETY AND ACHIEVEMENT: A META-ANALYSIS – ERRATUM (2019, background): “For example, some researchers took the FLCAS as a point of departure to develop more language skillspecific, self-report scales such as the Foreign Language Reading Anxiety Scale (FLRAS) (Saito, Garza, & Horwitz, 1999), the Foreign Language Listening Anxiety Scale (FLLAS) (Elkhafaifi, 2005), and the”
• The Effects of Portfolio Keeping on Writing Anxiety of EFL Students (2007, methodology): “Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004) measures the degree to which an individual feels anxious when writing in an L2.”
• The Role of Cognitive and Affective Factors in Measures of L2 Writing (2018, methodology): “The questionnaire enjoys high reliability, as indicated by the Cronbach’s alpha internal consistency reliability coefficient of .89 (Cheng, 2004).”
• The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers (2012, methodology): “The Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004) (see Appendix 1) measures the degree to which an individual feels anxious when writing in an L2 and consists of 22-items all of which are answered on a five-point Likert Scale, ranging from ‘strongly agree’ to ‘strongly disagree’.”
• The Effect of the Process Writing Approach on Writing Success and Anxiety. (2014, background): “Writing anxiety has several subdimensions including physical anxiety, cognitive anxiety, and avoidance behaviors (Cheng, 2004); appreciation, prejudice, evaluation apprehension, and sharing what one writes (Özbay & Zorbaz, 2011).”
• SECOND LANGUAGE ANXIETY AND ACHIEVEMENT (2019, background): “…(Saito, Garza, & Horwitz, 1999), the Foreign Language Listening Anxiety Scale (FLLAS) (Elkhafaifi, 2005), and the Second Language Writing Anxiety Scale (Cheng, 2004; Cheng, Horwitz, & Schallert, 1999); Cheng’s (2017) anxiety questionnaire, including all four language skills, should also be noted.”
• An Investigation of L2 Learners' Writing Self-Efficacy, Writing Anxiety and Its Causes at Higher Education in Turkey (2015, methodology): “It is generally viewed as related to an increase in the state of unpleasant feelings, like nervousness and tension (Cheng, 2004).”
• Investigation of Writing Strategies, Writing Apprehension, and Writing Achievement among Saudi EFL-Major Students (2013, methodology): “The participants were asked to respond to a Writing Anxiety Inventory (SLWAI; Second Language Writing Anxiety Inventory) (Cheng, 2004) and to complete a Writing Strategies Inventory (Petric & Czarl, 2003).”
• Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, methodology): “Later, Cheng (2004, 2017) developed the Second Language Writing Anxiety Inventory (SLWAI), which has been the most frequently used measure in L2 writing anxiety research (Teimouri et al., 2019).”